Name Date Core Assessment #1: Citizenship DBQ Directions: For this activity, you need to think about the following question and then brainstorm ideas in the space provided below. Your response can include words or a combination of pictures and words. You must come up with a minimum of four examples to answer the question: What does it mean to be an effective citizen in a democratic society in the 21 st Century? Examples of Citizenship in our Modern World Doc : Voting
Document 1 Citizenship DBQ Document 2 Read Confidence Level (1-10) Read Confidence Level (1-10) First Read First Read Second Read Second Read Third Read Third Read Vocab: Vocab: Unknown Word Possible Synonym Unknown Word Possible Synonym Read First Read Second Read Third Read Unknown Word Document 3 Vocab: Confidence Level (1-10) Possible Synonym Rules to follow Be honest with yourself! Use the possible synonyms to expand your vocabulary. 1 st read- skim for unknown words and basic understanding 2 nd read- using new words read deeper and take your time 3 rd read after each sentence stop and think about what you read. Rephrase the sentence in your own words.
Name: Date: Class Period: Core Assessment #1: Citizenship DBQ Instructions: One purpose of studying social studies is to develop the characteristics of effective citizens. We will analyze a series of primary source documents to examine the role of a citizen in a democracy over time. Prompt: After reviewing the following documents, describe your role as an effective citizen in a democratic society. To help to understand this quote, let s remember Who was Pericles? What did he do? Who was Thucydides? What did he do? Who has the power in a democracy? Document 1 Pericles Funeral Oration, as recorded by Thucydides, History of the Peloponnesian War, 431 B.C.E. Our constitution is called a democracy because power is not in the hands of a minority but of the whole people. When it is a question of settling private disputes, everyone is equal before the law; when it is a question of putting one person before another in positions of public responsibility, what counts is not membership of a particular class, but the actual ability which the man possesses. No one is kept [out of the government] because of poverty. And, just as our political life is free and open, so is our day-to-day life in our relations with each other. 1. Identify three rights of Athenian citizens outlined in the quote above. 2. 3.
Prompt: After reviewing the following documents, describe your role as an effective citizen in a democratic society. To help to understand this quote, let s remember What country authored the Declaration of Independence? Who was that country declaring its independence from? Why did the country want to break free? Give at least two examples. 1. 2. Document 2 The Declaration of Independence [excerpt], 1776. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed According to this document, what is the role of government to the people?
Prompt: After reviewing the following documents, describe your role as an effective citizen in a democratic society.. To help to understand the next quote, let s remember Who was Theodore Roosevelt? What did he do? What was a plebeian? What things did a Roman plebeian do? Was a plebeian considered a citizen in the Roman republic? Document 3 Theodore Roosevelt "The Roman Republic fell, not because of the ambition of Caesar or Augustus, but because it had already long ceased to be in any real sense a republic at all. When the sturdy Roman plebeian, who lived by his own labor, who voted without reward according to his own convictions, and who with his fellows formed in war the terrible Roman legion, had been changed into an idle creature who craved nothing in life save the gratification of a thirst for vapid excitement, who was fed by the state, and who directly or indirectly sold his vote to the highest bidder, then the end of the republic was at hand, and nothing could save it. The laws were the same as they had been, but the people behind the laws had changed, and so the laws counted for nothing. According to Theodore Roosevelt, why did the Roman republic stop working? What happens when citizens no longer fulfill their civic duties?
Prompt: After reviewing the following documents, describe your role as an effective citizen in a democratic society. To help to understand these pictures, let s remember What is a direct democracy? What is a representative democracy? What is the difference between the two? Document 4 An artist s depiction of the Roman Senate in action and a photo of the U.S. House of Representatives A B What do you see in these pictures? A B What is the relationship between a citizen and their representative?
Prompt: After reviewing the following documents, describe your role as an effective citizen in a democratic society.. To help to understand the next picture, let s remember What is a citizen? Who could be a citizen in ancient times (Greece and Rome)? Who can be a citizen today? Document 5 Photograph taken Tuesday, November 13 th, 2012 by John Sleezer of the Kansas City Star. What do you see in this picture? How has the definition of citizenship changed over time?
Name: Date: Directions: Now that we have analyzed the four citizenship quotes, you need to figure out how to apply those quotes for the DBQ. Find 3 quotes that support your definition of citizenship. How does the quote support each idea that you
feel defines an effective citizen in a democratic society? Before we begin, answer the following prompts to help you arrange your thoughts. Name: Date: Class Pd: Citizenship DBQ: The Writing Process Writing the Introduction The introduction, or opening paragraph, prepares the audience for reading your essay. It hooks the reader s interest, gives background information on the issue or topic you plan to discuss, and presents your thesis statement or opinion statement. The introduction is your chance to get the reader s attention. The way you do this depends on your purpose for writing. For a persuasive essay or editorial, consider these possibilities: o a quotation o a brief story o a striking statistic o a question o an interesting or shocking fact This first sentence creates interest by asking a question and using a striking statistic. The thesis (or opinion statement) states your opinion. Use this checklist when writing your introduction: Does my introduction create interest in the topic of my essay? Does my introduction summarize the arguments I plan to make? Does my introduction contain a clear statement of my thesis? Writing a Topic Sentence The topic sentence states the main idea of a paragraph. A good topic sentence is clear and provides an overview of the sentences that will follow in the paragraph. The topic sentence is usually, but not always, the first sentence of a paragraph. In a paragraph that explains, the topic sentence states a main idea. Use this checklist when writing your topic sentences: If I am writing to explain, does my topic sentence state the main idea of the paragraph? If I am writing to persuade, does my topic sentence state a reason that supports my thesis, or opinion? What would your life be like if you had to live on less than two dollars a day? Two years ago, that s all that Ameena Iqbal earned. On that money, she had to feed, clothe, and shelter herself and three children in a small village in Bangladesh. Luckily, Iqbal had a talent and a dream. She could sew, and she dreamed of having a sewing machine. Her dream came true when a microlending club in Lewiston, North Carolina, lent her $200. That sum covered the cost of buying a sewing machine and renting space in a small shop with electricity. With that loan, Iqbal and her children were on their way out of poverty. Would you like to help people like Ameena Iqbal in leaving poverty behind? You can! Just join the Willow Glen Middle School Microlending Club. STOP! If you answered no to any question, go back and fix it! STOP! If you answered no to any question, go back and fix it! Writing Body Paragraphs Use the body of your essay to support your thesis. In an essay that explains, each body paragraph presents a main idea that supports the thesis, as well as explanation and evidence. In a persuasive essay, each body paragraph gives a reason to support your proposition or opinion and explains and supports it. The key elements of a body paragraph are the topic sentence and support. Support takes two main forms. The first form is evidence, such as facts, statistics, examples, or quotations that back up your thesis or help prove your proposition. The second form of support is explanation, statements that make your main ideas and evidence more understandable to your audience. Use this checklist when writing the body of your essay: Does each body paragraph include a topic sentence and support? Does each body paragraph focus on one main idea (if you are explaining) or one reason (if you are persuading)? Does each topic sentence relate clearly to the thesis statement? Do you fully explain all your ideas so that the audience can follow them? STOP! If you answered no to any question, go back and fix it!
Developing Body Paragraphs: Supporting Evidence Always support your ideas. In each body paragraph, you must present evidence to support each of your topic sentences and, therefore, your main point. Your evidence may include facts, statistics, examples, and quotations from various sources. In persuasive writing, you might also include stories, eyewitness accounts, or personal accounts. Use this checklist when presenting your supporting evidence: o Do I provide evidence to support each topic sentence? o Is my supporting evidence clear? STOP! If you answered no to any question, go back and fix it! Developing Body Paragraphs: Explanation Always explain your ideas. You are writing for an audience that probably does not know everything you know about your topic. Even if your readers do know something about the topic, they may not understand every statement you make about it. Furthermore, no matter how good your support is, it will usually be better if you explain it. In the paragraph below, suppose the writer simply said, It s fun to be a member. Why should the audience believe it? Why wouldn t the audience ask, What kind of fun do you have? By giving explanations, the writer anticipates what the audience will want to know. Another reason to join our club is that it s fun to be a member. We work in teams or small groups to sell the rain barrels. No one has to do the work alone, and you get to know people as you earn money for the club. Also, every time we make a loan, we have a small party to celebrate. That helps you make new friends in the club at the same time that you help poor people around the globe. The best part of all is seeing pictures of the people we help. You have no idea how good it can feel to see a picture of a small bakery in India that your efforts helped to start! Use this checklist when writing your explanation: o Do I anticipate questions the reader might have and answer them? STOP! If you answered no to any question, go back Writing the Conclusion The last paragraph of your essay is the conclusion. Your goal in this paragraph is to leave your reader feeling that you have pulled everything together in a convincing way. If you are writing to explain, end with a summary of your main ideas, but do not use the exact same words you have already used. If you are writing to persuade, end with a call to action. To be effective, a conclusion must do more than simply summarize and restate. It should also contain something new a fresh idea or connection, an additional piece of information, some striking language to keep readers engaged to the very end. Here are some other ideas for crafting an effective conclusion: o End with a question that will keep readers thinking. o Acknowledge a final opposing viewpoint and argue against it convincingly. o End with a fitting quotation. o Appeal to your reader s sense of what is right and good. Use this checklist when writing your conclusion: o Did I remind the reader of my central idea and purpose for writing without using the exact same words? o Did I pull everything together in a convincing way? STOP! If you answered no to any question, go back and fix it!
DBQ Essay Organizer Describe your role as an effective citizen in a democratic society. Your CREATIVE Title: Grabber: This opening paragraph should gain your reader s interest and identify the thesis you plan to develop. Three Sentence Summary of the background of citizenship: Thesis Statement: Identify the three characteristics of an effective citizen in a democratic society (1 sentence) Good Transitions: First One important A significant Of greatest significant Most importantly
Good Transitions: Second Additionally Most important Equally important Another significant Of greater significance Next Good Transitions: Third Additionally Most important Equally important Another significant Of greater significance Last
Good Transition: In short As you can see Finally In summary In closing The logical conclusion is In conclusion To conclude All in all Clearly The conclusion paragraph should tie the main points of the essay together, draw a final conclusion, and leave the reader with something to think about. Thesis restated: Zinger (leave them wanting more/ something to think about) PRACTICE SPACE
Social Studies Writing Rubric- 7th DBQ Name Class Period Organization Advanced 20-18 points Well-structured introduction that provides purposeful context. Sharply focused thesis that addresses the prompt. Supporting paragraphs that are clearly and consistently related to thesis. Well-structured conclusion that strongly reaffirms thesis. Proficient 17-14 points Structured introduction that provides relevant context. Identifiable thesis that addresses the prompt. Supporting paragraphs related to thesis. Structured conclusion that reaffirms thesis. Basic 13-12 Points Poorly structured introduction that provides vague or irrelevant context. Unclear thesis or thesis does not address the prompt. Supporting paragraphs not logically related to thesis. Poorly structured conclusion that inadequately reaffirms thesis. Below Basic 11-0 Points Incomplete or missing introduction. No apparent thesis. Body paragraphs do not relate to the prompt. Irrelevant or missing conclusion. Points: /20 Content Advanced 70-63 points Adequacy - Provides specific and substantial evidence to address the prompt. Uses 3 or more documents. Accuracy Evidence and document interpretation is sophisticated. Errors are minor. Usage Evidence/Documents used to support well-developed arguments. Proficient 62-49 points Adequacy - Provides sufficient evidence to address the prompt. Uses 2-3 documents. Accuracy - Evidence and document interpretation is accurate. Errors do not detract from the overall purpose. Usage Evidence/Documents used to support relevant arguments. Basic 48-42 Points Adequacy - Provides insufficient evidence to address the prompt. Uses 1-2 documents. Accuracy Evidence and document interpretation has errors that detract from the overall purpose. Usage Evidence/Documents improperly used or arguments are undeveloped. Below Basic 41-0 Points Adequacy - Provides minimal or no evidence,. Uses 0-1 documents. Accuracy Evidence and document interpretation has substantial errors that seriously detract from the overall purpose. Usage Evidence/Documents not used or arguments are missing. Points: /70 Conventions Advanced 10-9 points Clear and understandable writing. Evident control of grammar, mechanics, spelling, usage, and sentence formation. Paragraphs flow smoothly and transitions are effective. Proficient 8-7 points Mostly clear and understandable writing. Adequate control of grammar, mechanics, spelling, usage, and sentence formation. Paragraphs flow and transitions are evident. Basic 6 Points Writing is somewhat difficult to understand. Limited control of grammar, mechanics, spelling, usage, and sentence formation. Paragraphs do not flow and transitions are ineffective/missing. Below Basic 5-0 Points Writing is difficult to understand. Minimal to no control of grammar, mechanics, spelling, usage, and sentence formation. Limited paragraphing and no transitions. Points: /10 TOTAL: / 100