1. Sit with 2 other people with which you can accomplish greatness! You will need paper today – start with 4 to 5 sheets. This will go into your binder in the Writing Tab Label “New England/Chesapeake Colony DBQ”

2. Learning Target – We will analyze the reasons New England and Chesapeake developed differently despite both being settled by the English. Closing Task -

3. DBQ Tips DBQ Tips Steps: 1. After reading the question - make temporary categories (buckets) to organize your information. 2. List Outside information (OI) under categories (buckets) 3. Create temporary thesis that shows analysis (You will weigh docs against this to see if it is supportable as you read docs) 4. Read each document – Highlighting, circling, etc. info. of importance Write little reminders – subject, OI in margins, Place documents under your categories Focus on how your thought answers the question --------------------------------------------------------------------------------------------------------------------- 5. After reading docs – look at categories and expand/contract (SPILL The BUCKET) 6. Refine your thesis 7. See in your mind the 2-5 points (corollaries from you categories) that you will prove 8. Deep breath and go for it. 9. When you write – prove the corollaries and thesis with each sentence. - How does this doc or OI prove my point and state it? - Stay focused on the question

4. Prompt Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? Use the documents AND your knowledge of the colonial period up to 1700 to develop your answer.

5. Why did New England & Chesapeake region develop into two different societies by 1700? 1.After reading the question - make temporary categories to organize your information. –What are your bucket labels? –Think PEDS (Political, Economic, Diplomatic, and/or Social) if you are struggling –No less than 2; no more than 4 Divide Paper into the number of categories 8 minutes

6. Everyone in your group is to Find one person they don’t typically speak to Meet and for 3 minutes each one of you must discuss your categories. –What are your categories? –Why those categories? –In concerns about your own categories? 2 group members should not be partnering up with 2 member of a different groups (in other words)

7. 5 minutes Back in with your original group –Discuss the information you received from your new partner. –Even if you disagree with it let your partners here it. –Is there any information you need to use or change in your buckets?

8. Why did New England & Chesapeake region develop into two different societies by 1700? 2. List Outside information (OI) under categories (buckets) Outside Information = Knowledge you have learned about the topic that doesn’t require you to use a document. (MANDATORY) 15 minutes

9. Why did New England & Chesapeake region develop into two different societies by 1700? Create temporary thesis that shows analysis. –If you state there will many reasons for this development don’t wait to state what those reasons are! This is the time to start making your case. You will weigh docs against this to see if it is supportable as you read docs This thesis doesn’t have to be the same for everyone in the group. 5 minutes

10. How much work have you done BEFORE looking at the documents? Now for the documents.

11. Directions The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-H and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge (OI) of the period. Some of the documents have been edited, and wording and punctuation have been modernized.

12. Prompt Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? Use the documents AND your knowledge of the colonial period up to 1700 to develop your answer.

13. With your group (do not separate documents among group) 4. Read each document: –highlighting, circling, etc. info. of importance –Write little reminders – subject, OI in margin –Place documents under your categories (buckets) –Focus on how your thought answers the question

14. Closing Task On the index card I would like you to reflect on the process we have used in class. –From today’s class what was the most beneficial activity? –Was there anything today that just confused you? –Feedback, my guinea pigs, feedback!