Do Now Agenda: Homework: Thursday-Sunday: Read, take Cornell Notes, and define key terms for Chapter 4. 1 Chapter 3 Review Questions 2 Intro to AP Essays 3 Practice: Dissecting the Question
Comprehension and Analysis Tobacco dominated European settlement in the seventeenth-century Chesapeake. How did tobacco agriculture shape the region’s development? In your answer, be sure to address the demographic and geographic features of the colony.
Comprehension and Analysis Tobacco wealth: support from investors and the King, as well as English settlers willing to take the risks of immigration for the promise of better economic prospects Impact on the land: The needs of the tobacco crop shaped the English settlement. The production of tobacco changed Chesapeake land, such as when settlers “cleared” land by girdling trees. The crop also required many acres of land because it quickly exhausted the soil. Settlements were clustered near waterways wherever possible to minimize shipping costs. New settlers pushed English settlement westward Labor demands: Indentured servants mainly unskilled workers, rather than craftsmen Brought few women to the Chesapeake creating gender imbalance until Led to the importation of African slaves
Comprehension and Analysis Why had slave labor largely displaced indentured servant labor by 1700 in Chesapeake tobacco production? Permanent servitude Improved mortality rate (people living longer) Political advantages slaves less like to revolt
Comprehension and Analysis Bacon’s Rebellion highlighted significant tensions within Chesapeake society. What provoked the rebellion, and what did it accomplish? In your answer, be sure to consider causes and results in the colonies and in England.
Comprehension and Analysis Social polarization: yoemen vs grandees Colonial government: The colonial government refused to call elections to the House of Burgesses and passing laws restricting voting to men who were heads of households and landholders. Treaty with the Algonquian: reserving land west for the Natives Americans Western protest: Nathaniel Bacon and other western settlers protested over treaty/land. Governor Berkeley’s attempt to prevent the conflict by holding elections in 1676 put Bacon and other local leaders in control of the House of Burgesses. Bacon’s Laws: House of Burgesses passed a series of laws giving vote to all men. Elite planters Governor Berkeley labels Bacon a traitor rebellion Bacon died and England sent reinforcements to the governor, crushing the rebellion. Effects: strengthened the position of the grandees The rebellion also led the king to reinforce his interests in the colony by appointing a more attentive governor and establishing new export taxes.
- Put Review 3 under Class Work - Put Ch. 3 Notes under Test Prep Binder!
Colonial Regions
Three Types of Charters 3. Proprietary Colony Ruled by people who were granted ownership by the king The king thought this would give him almost total control. 1. Corporate Colony Run by a joint- stock company Like a corporation Middle class people pooled their small savings to start a business. 2. Royal Colony Directly under the king’s rule
INTRO TO APUSH ESSAYS Three total – 2 hours and 10 minutes of straight writing!
APUSH Essays DBQ (Document Based Question) First essay 15 minute reading of docs & 45 minute writing time Good news = much of the info you need to answer is given to you in the documents Bad(ish) news = you need to understand all of the docs, sort them into meaningful categories, & use them to build your own original argument This is the kind of work that historians do Docs = unified thematically and prompt gives a clue about how to look at them Docs = evidence You're going to want to use as many as possible to support your argument
APUSH Essays FRQ (Free Response Question) Second/Third essays 70 minutes total (35 each) open-ended prompts your job = craft a strong thesis & use your outside knowledge to provide evidence in support of your argument advantage of FRQ = you have a choice: you choose one essay from "Group A" (consisting of two questions) and one from "Group B" (also two questions).
APUSH Essays Scoring Scored on a 0—9 scale DBQ = worth more to your final score (45%) Each FRQ = 27.5% of score
APUSH Essays Rubric 8 to 9: These essays have a strong, focused thesis. They use as many of the documents as possible, and carefully analyze each one. They also reference outside information: stuff you remember from class, the textbook, etc. Finally, they also acknowledge opposing arguments, explaining them but also showing why their own stance is stronger. These don’t need to be 100% perfect, but there should only be minor errors: the best are well-written and organized, with very few grammatical or spelling errors. 5 to 7: These essays have a good, clear thesis, and they analyze several—but perhaps not enough—documents. They also reference some outside information and are well organized and written, but they don’t go the “extra mile.” They need some more and deeper analysis of more documents, and they often suffer from a few too many grammatical and spelling mistakes. 2 to 4: These essays have a thesis that is too vague or weak. They describe a few documents but don’t analyze them enough, suggesting a weak understanding. They reference very little outside information, and often have major writing errors and poor organization. 0 to 1: These essays either have no thesis, or one that doesn’t make sense. They do not appear to address or understand the question, and they either analyze too few of the documents, or simply fail to analyze at all. They have no reference to outside information, the writing contains major errors, and there is little or no organization.
APUSH Essays Process Dissect the questionCategorize or bucketOutlineWrite your thesisWrite your essay
Dissect the Question Read the question Circle words you want to stress Underline words you should remember RESTATE.
Categorize or “bucket” Draw a table to help you organize If it asks you to compare and contrast, say what is the SAME and DIFFERENT!