DBQ Agenda Pick up your DBQ from the back cart.

DBQ AgendaPick 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

A DBQ for civics The Preamble and the Federal Budget: Are We Slicing the Pie Correctly? When you get your packet, write your name and class period on the top line.

一 The Hook: (page 85)Writing a Class Mission Statement • Have you ever heard of the termmission statement? A mission statement is a brief explanation of what a group or organization hopes to achieve. Schools have mission statements. So do companies and nonprofit groups. Here are modified versions of two real mission statements: • The mission of the Chicago Zoological Society is to inspire people to be leaders in the field of conservation leadership. The Society does that by connecting people with wildlife and nature. • The mission of Locks of Love is to help children who have lost their hair feel confident and normal. Locks of Love uses donated ponytails to provide high quality hairpieces and wigs to children who cannot afford to buy a good wig.

一 The Hook: (page 85)Writing a Class Mission Statement • Lake County School Board needs your help to write a mission statement for this school! Alone or with one person nearby, answer the following questions: • Overall goal: What is the most important purpose of your school? • Three ways to achieve this goal: • How will your school fulfill its purpose? • 1. • 2. • 3.

一 The Hook: (page 85)Writing a Class Mission Statement • Please exchange DBQs with someone. Make sure someone new is looking at your mission statement (not a partner). • If you see a similar statement, put an S next to that sentence. • If you see a statement you disagree with, put a D next to that sentence. • If you see a statement that makes you think “I should have thought of that!”, put an I next to that sentence.

二 Background Essay:Timeline Turn to page 89 and follow along with the pictures as we click through history.

二 Background Essay:Vocabulary (page 89) Skim the background essay for these words and use context clues and nearby student to come up with approximation definitions. You have 6 minutes. • Preamble • Framers • justice system • defense • liberty • federal budget

二 Background Essay:Vocabulary Check your definitions. Did you get close? Add as much as you need to from these definitions. • Preamble – introduction to a formal document • Framers – the delegates to the Constitutional Convention • justice system – system to ensure fairness • defense – protection against external threats • liberty - freedom • federal budget – plan for spending the funds of the U.S. government

二 Background Essay:Listening (page 87) Please follow along with your finger as I read the background essay aloud. • Preamble – introduction to a formal document • Framers – the delegates to the Constitutional Convention • justice system – system to ensure fairness • defense – protection against external threats • liberty - freedom • federal budget – plan for spending the funds of the U.S. government

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 3 per group). • Move your desks together and keep apart from other groups. • Re-read the background essay on page 87 together. • The group leader (the person whose birthday comes up next) 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 89 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 91) 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 Preamble, maybe budget • Is the U.S. Government spending its money in a way that meets the goals laid out in the Preamble to the Constitution?

三 Pre-Bucketing – 3 Buckets(page 91) The Big 5 Middle 5 Little Guys

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 three or four 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):

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 In your groups, you will complete a think-a-loud to analyze each document. Pick a different person for each page to lead the think-a-loud. Chip in your thoughts even when it isn’t your turn to lead. When everyone seems to be finished with Document A, I will present some notes about that document. These facts may be perfect for evidence in your essay. I recommend you write some of them down in the margins of the document. For each document, you must also answer the questions at the bottom of the page.

Document A Allen Schick is a professor of public policy at the University of Maryland who was a visiting fellow at the Brookings Institution, a Washington, D.C., think tank. He also worked at the Library of Congress’s Congressional Research Service. The stripes on the American flag are an abacus. The abacus had its origins in ancient Sumer (now Iraq) 4500 years ago and is a device for doing basic arithmetic calculations. The excerpt of in Document A is meant to establish tension. There won’t be enough money to do everything, so you are forced to make tough decisions. Underlined words were suggested by previous classes.

四 Document Analysis and Questions In your groups, you will complete a think-a-loud to analyze each document. Pick a different person for each page to lead the think-a-loud. Chip in your thoughts even when it isn’t your turn to lead. When everyone seems to be finished with Documents B and C, I will present some notes about those document. These facts may be perfect for evidence in your essay. I recommend you write some of them down in the margins of the document. For each document, you must also answer the questions at the bottom of the page.

Document B More than 60% of the federal budget is mandatory spending. That means that existing law dictates what will be spent on that program. Mandatory spending includes Social Security, Medicare/Medicaid, Unemployment Insurance and other safety net programs. It is hard to change this spending because Congress must change the law first. The rest of the budget is called discretionary spending. 60% of discretionary spending is military spending. It is hard to cut this spending because every state has military bases and economics connections to the defense industry. Underlined words were suggested by previous classes.

Document C - Defense In 2012, the five biggest military spenders in the world were: U.S. $716 billion China $130 billion Russia $ 72 billion UK (Britain) $ 63 billion France $ 63 billion We spend more money on our military than the next ten countries combined. Do these numbers create an argument for raising or maintain U.S. defense spending? Underlined words were suggested by previous classes.

Document C - Medicare Medicare is a national insurance program passed by Congress in 1965. In 2012 more than 40 million older Americans were covered as were nearly 10 million younger people with various disabilities. Today, people are living longer, and older people have more medical expenses. Medicare is feeling the pressure. Underlined words were suggested by previous classes.

Document C – Social Security The Social Security Act was passed by Congress in 1935 to provide income for older people after they retired. Social Security is funded by roughly equal contributions from workers and their employers totaling about 15% of the average worker’s salary. The problem facing America and many countries is that the number of workers contributing to the social security pot is not keeping pace with the growing number of retirees. Underlined words were suggested by previous classes.

四 Document Analysis and Questions In your groups, you will complete a think-a-loud to analyze each document. Pick a different person for each page to lead the think-a-loud. Chip in your thoughts even when it isn’t your turn to lead. When everyone seems to be finished with Documents D, E, and F, I will present some notes about those document. These facts may be perfect for evidence in your essay. I recommend you write some of them down in the margins of the document. For each document, you must also answer the questions at the bottom of the page.

Document D – Veterans’ Benefits The Servicemen’s Readjustment Act of 1941 – better known as the GI Bill – paid for millions of returning World War II veterans to attend college. In 1947, 49% of all college admissions were veterans. Today’s veterans enjoy similar benefits. Underlined words were suggested by previous classes.

Document D – DHS and FEMA The Department of Homeland Security formed as a response to the 9/11 attacks. Twenty-two federal departments and agencies merged to form DHS. Its “Mission One” is “preventing terrorism and enhancing security.” FEMA is the Federal Emergency Management Agency. It is part of DHS. Its job is to respond to disasters that are too much for state and local authorities to handle. Underlined words were suggested by previous classes.

Document E – EPA The EPA (Environmental Protection Agency) is part of the natural resources and environment pie budget slice. It was founded in 1970 in the wake of increased awareness of the effects of pollution and other ecological concerns. There are 397 national sites under direct EPA protection in the United States. The largest, Alaska’s Wrangell-St. Elias National Park, is larger than the country of Switzerland. Underlined words were suggested by previous classes.

Document E – Energy The energy budget focus in 2012 and 2013 was on innovation, clean energy, and nuclear security. The problem has been how to shift an economy so long dependent on fossil fuels like coal and oil to cleaner fuels like wind and solar. What is striking is the size of the energy budget compared to other categories like interest payments. Underlined words were suggested by previous classes.

Document E – NASA In summer 2012, the National Aeronautics and Space Administration (NASA) landed the rover Curiosity on Mars. It cost $2.5 billion for entire mission. What might the Framers say about increasing NASA’s little piece of the budget pie? Do the goals of the Preamble justify an increase? Underlined words were suggested by previous classes.

Document F Patrick Chappatte is a Lebanese-Swiss cartoonist and graphic journalist based in Geneva, Switzerland. Graphic journalism presents reportage in the style of graphic novels. While Medicare and Medicaid (plus CHIP [the Children's Health Insurance Program]) receive funding that is approximately equal to defense spending, funding for these health programs is mandatory. The military spending is discretionary. The fact that 60% of discretionary spending is devoted to the military may reflect the power of military depicted in this cartoon. Underlined words were suggested by previous classes.

五 Bucketing – 5 Paragraphs Essay(page 105) Body ¶ #1 The Big Five A, B, C, F Body ¶ #2 The Middle Five A, B, D Body ¶ #3 The Little Guys A, B, E

六 Thesis Developmentand Road Map (page 105) (your changes for the big five) In each of three budget clusters, the U.S. government should make adjustments in the way it is distributing money (your changes for the middle five) (your changes for the little guys)

七 Essay Outline – Introductory ¶ (page 107) • Grabber (1 sentence): • Write something interesting about the Preamble. • Do not start your sentence with “WOW!” or “Did you know?”. • Background (at least 2 sentences): • Mention the five goals of the Preamble (establish justice, domestic tranquility, common defense, general welfare, and liberty). • Restating the question with key terms defined: • Copy what you wrote for page 91, #3. • Thesis and road map: • Turn your chicken foot into a sentence (see next slide for example).

七 Essay Outline – Thesis Statement (page 107) students get injured Students should not jump in a bounce house after lunch time because students might throw up students might be late to class Students should not jump in a bounce house after lunch time because students will get injured, students will throw up their lunch, and students will be late to class.

七 Essay Outline – Three Body ¶s (page 107) • Baby Thesis: • ¶2“In the Big Five cluster, we should …” • ¶3“In the Middle Five, we should …” • ¶4“For the Little Guys, we should …” • Evidence: • Cite facts (mostly numbers this time) from the documents. • Make sure you use document citations (Doc G)! • Argument: • Write exactly what you want to raise or cut. • Write how the change meets the goals of the Preamble. • “We should cut spending on cotton candy by $8.8 billion because it would promote the general welfare by taking junk food away from us.”

七 Essay Outline – Conclusion ¶ (page 107) • Conclusion: “Although” statement: • Write one reason why doing the opposite of what you recommended might be right. If you wanted to cut spending on something, talk about a good reason to increase its spending. If you wanted to spend more somewhere, talk about why you might cut it. • Conclusion: convincing restatement of the main idea. • “We need to make the following changes to the federal budget:” baby thesis 1, baby thesis 2, and baby thesis 3. • Clinch your argument by putting the reader into a world where your changes have been implemented. Tell the reader something very good that could happen.

七 Essay Outline (page 107) • 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. Don’t forget your home prep!

DBQ Agenda Pick up your DBQ from the back cart.