Quick Review

2. Quick Review • 1. What were the native american tribes in Virginia and New England? • 2. What was the Mayflower compach? • 3. Who were John Winthrop and William Bradford?

3. DBQ’s • APPARTS Strategy • This is a guide for analyzing primary documents.

4. Start w/ the Question- • DBQ: • Although the New England and Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into 2 distinct societies. Why did this development occur?

5. 2 distinct societies

7. Possible differences– • Composition– who settled there? • Incentives– why settle there? • Communities– what kind?

8. APPARTS Strategy

9. Author- • Who created the source? • What do you know about the author? • What his the authors point of view?

10. Place and Time • Where and when was the source produced? • How might this affect the meaning of the source?

11. Prior Knowledge • Beyond the information about the author and context of its creation, what do you know that would help you further understand the primary source? • Do you recognize any symbols and recall what they represent? • AKA- Outside information- What can you tie to this document?

12. Audience • For whom was this source produced at the time it was produced?

13. Reason • Why was this source produced at the time it was produced?

14. The Main Idea • What point is the source trying to convey?

15. Significance • Why is this source important? • What inferences can you draw from this document? • Ask yourself- “So what?” in relation to the question asked.

16. 1. Have your DBQ packet/ “APPARTS” note sheet out to continue working on.

18. How To Doan APUS B Q D

19. The Introductory Paragraph 4-6 sentences

20. The Introductory Paragraph • Establish TIME & PLACE. • Create a clear, THESIS STATEMENT.[underline or highlight it!] • Allude to the SUB-TOPICS or categories you will discuss to support your thesis statement. • Focus on the question at hand—do NOT begin with a “flowery” sentence! • No “laundry list!”

21. The Introductory Paragraph • Sub-Topics- • Distinct Societies. • Composition– who settled there? • Incentives– why settle there? • Communities– what kind?

22. The Thesis Statement 1. This is what you will be proving. 2. Can be 1 or more sentences. 3. Fully addresses all parts of the question 4. Takes a position 5. Provides organizational categories that will be used in the essay.

23. The Thesis Statement: Grey Area • It is important not to try to write a thesis that is all "black" or all "white."  • BAD Ex: “The Chesapeake colony was way better than the settlement in New England.”

24. The Thesis Statement: Grey Area The most effective essays attempt to navigate the "gray area" in a more sophisticated fashion. • The highest scores on AP exams are in the "gray area."

25. High Quality AP Thesis Statements • High Quality AP Thesis statements: • Use the word “Although” to get into the “grey area” • Question: The reforms of the Progressive era improved quality of life for Americans. Assess the validity of this statement.

26. The Thesis Statement • Question: The reforms of the Progressive era improved quality of life for Americans. Assess the validity of this statement. • Grade 8 Thesis- (POOR for AP) • “The progressive era improved life for Americans in many ways.”

27. The Thesis Statement • High Quality AP Thesis statements: • A. Uses the word “Although” • “Although the progressive era reforms succeeded in improving life for many Americans, people were often neglected and forced to fight for justice and opportunity on their own.”

28. Start w/ the Question- • Although the New England and Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into 2 distinct societies. Why did this development occur?

29. Break the question into parts: • 2 distinct societies

30. The Introductory Paragraph • Sub-Topics- • Distinct Societies. • Composition– who settled there? • Incentives– why settle there? • Communities– what kind?

32. The “”Meat”” Paragraphs • Supporting Paragraphs Prove your thesis • 8-12 sentences+ per paragraph

33. The “”Meat”” Paragraphs • A topic statement that relates back to the thesis. • Logically organized evidence with interpretive commentary that supports the thesis. • Use most of the documents given.

34. The “”Meat”” Paragraphs • Topic statement: • “When examining Document B, a shipping manifest of emigrants bound for New England, one can see that the list is composed almost exclusively of families.“

35. The “”Meat”” Paragraphs 2. Logically organized evidence with interpretive commentary that supports the thesis. 3. Use most of the documents given.

36. The “”Meat”” Paragraphs 4. Bring in supportive outside information. This is critical!! * o.i.’s = “outside information”

37. The “”Meat”” Paragraphs • * o.i.’s = “outside information” • Possible OI: • Survival Rates • Starving Time • Natives– Powahatans(C),Pequots (NE) • John Rolfe + Tobacco

38. The “”Meat”” Paragraphs 4. Bring in supportive outside information. This is critical!! * o.i.’s = “outside information” 5. A clincher statement that ties the paragraph together and links it back to the thesis.

39. Questions to Ask Yourself About the Documents • APPARTS

40. How to Reference a Document in Your Essay • Thomas Paine, in his pamphlet, Common Sense, said: “………………….” • Joe Shmoe, a mid-Western delegate to the Republic convention in 1912, agreed with….. • The 19c historian, Frederick Jackson Turner, felt that …………………. (Doc. E) NEVER begin with: In Document 3, …..

41. The Concluding Paragraph • Ties your essay together • 3-4 sentences

42. The Concluding” Paragraph • Start with a “concluding phrase.” • Restate your thesis statement a bit differently. • Reinforces the thesis, synthesiszes the clincher statements and answers the question “So what?”