ACE the SAQ

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WHAT IS THE SAQ?

Types of questions:

1. With stimuli

a.

Visual Stimuli: Painting, cartoon, graph,

table, map, etc.

b. Text Stimuli: Opposing Perspectives

• _Primary

_Primary

• _Secondary

_Secondary

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HOW TO WRITE THE SAQ

• _Directly

_Directly

_{answer the question. Be painfully}

explicit

.

_.

• _{Use the phraseology of the question (but do}

_{Use the phraseology of the question (but do}

not rewrite or repeat the question).

• _Include

_Include

_{specific historical terms/events/people}

in each section of each SAQ.

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HOW TO WRITE THE SAQ

• _{Limit your response to each section to 2-3 content rich}_{Limit your response to each section to 2-3 content rich}

sentences per letter. sentences per letter.

• _{You have 23 lines on which to write.}_{You have 23 lines on which to write.}

• _{Bullet or letter each part and put a blank line in between}_{Bullet or letter each part and put a blank line in between}

each: each:

(

(  ) or ( A ) Your Response) or ( A ) Your Response

(

(  ) or ( B ) Your Response) or ( B ) Your Response

(

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HOW TO ACE THE SAQ

ACE it -

A

_A

- Answer

_{- Answer}

C

– Cite

_{– Cite}

E

– Expand

_{– Expand}

A

A = Answer. Directly answer the question by = Answer. Directly answer the question by identifying your claim.

identifying your claim.

C

C = Cite. Briefly define/describe your claim. = Cite. Briefly define/describe your claim.

E

E = Expand. Connect your claim through = Expand. Connect your claim through historical context. Explain how and/or why it

historical context. Explain how and/or why it

connects to the prompt.

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EXAMPLE

Prompt (i.e. Part A): Briefly explain ONE important political Prompt (i.e. Part A): Briefly explain ONE important political

development of the sectional conflict over slavery during the development of the sectional conflict over slavery during the

1850’s. 1850’s.

•ANSWER: _ANSWER:The Kansas Nebraska Act in 1854 was another attempt The Kansas Nebraska Act in 1854 was another attempt to settle the sectional conflict over slavery during the 1850’s.

to settle the sectional conflict over slavery during the 1850’s.

•CITE: _CITE:The act split the Nebraska Territory into two new territories, The act split the Nebraska Territory into two new territories, Nebraska and Kansas, and allowed each territory to determine free Nebraska and Kansas, and allowed each territory to determine free

state or slave state through popular sovereignty. state or slave state through popular sovereignty.

•EXPAND: _EXPAND:Although the Kansas Nebraska Act attempted to settle Although the Kansas Nebraska Act attempted to settle the conflict over slavery through a more democratic means, it

the conflict over slavery through a more democratic means, it consequently allowed slavery to expand beyond the Missouri consequently allowed slavery to expand beyond the Missouri

Compromise line of 36’30 and was considered a political victory for Compromise line of 36’30 and was considered a political victory for

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PRACTICE

“

“As to the natives of this country, I As to the natives of this country, I find them entirely savage and wild, find them entirely savage and wild, strangers to all decency, yea,

strangers to all decency, yea, uncivil and stupid as garden uncivil and stupid as garden

stakes, proficient in all wickedness stakes, proficient in all wickedness and ungodliness, devilish men who and ungodliness, devilish men who serve nobody but the devil…They serve nobody but the devil…They have so much witchcraft,

have so much witchcraft,

divination, sorcery, and wicked arts divination, sorcery, and wicked arts that they can hardly be held in by that they can hardly be held in by any bands or locks. They are as any bands or locks. They are as thievish and treacherous as they thievish and treacherous as they are tall, and in cruelty they are are tall, and in cruelty they are altogether inhuman.”

altogether inhuman.”

--Jonas Michaelius, pastor, Dutch --Jonas Michaelius, pastor, Dutch Reformed Church,

Reformed Church, Letter to Rev. Letter to Rev. Andrianus Smoutius, 1628 Andrianus Smoutius, 1628

“

“I confess I think no great good I confess I think no great good will be done till they [Indians] be will be done till they [Indians] be more civilized. But why may not more civilized. But why may not

God begin with some few to God begin with some few to

awaken other by degrees? Nor awaken other by degrees? Nor do I expect any great good will do I expect any great good will

wrought by the English… because wrought by the English… because

God is wont ordinarily to convert God is wont ordinarily to convert

nations and peoples by some of nations and peoples by some of

their own countrymen wo are their own countrymen wo are

nearest them and can best speak, nearest them and can best speak,

and , most of all, pity their and , most of all, pity their

brethren and countrymen.” brethren and countrymen.”

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PRACTICE

Using the excerpts, answer a, b, and c

a) Briefly explain the main point in passage 1.

b) Briefly explain the main point in passage 2.

c) Provide ONE piece of evidence from the colonial

period that is not included in the passages and

explain how it supports the interpretations in either

passage.

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PRACTICE

Part A)

Part A) Jonas Michaelius believed that the natives Jonas Michaelius believed that the natives

were savages and it was a useless endeavor to try

and civilize them. Many Europeans such as Jonas’

beliefs were driven by views of white/European

superiority due to European technological

advances such as guns. These ideas were used to

justify their violent actions towards the Native

populations.

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PRACTICE

A) Briefly explain ONE common trait in the policies of

A) Briefly explain ONE common trait in the policies of twotwo of these of these European nations toward Native Americans

European nations toward Native Americans

-England -England -France -France -Spain -Spain

B) Briefly explain ONE difference between the policies of

B) Briefly explain ONE difference between the policies of twotwo European nations toward Native Americans.

European nations toward Native Americans.

C) Briefly explain ONE reaction to Native Americans to European

policies

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PRACTICE

Part B)

Part B) One difference between Spain and France’s One difference between Spain and France’s

policies towards Native Americans is seen in their policies towards Native Americans is seen in their

economic interactions. Spain used Native Americans economic interactions. Spain used Native Americans

in the Encomienda system as slave labor to make in the Encomienda system as slave labor to make money, while France created trading relationships money, while France created trading relationships

(fur industry) to promote economic growth. This led (fur industry) to promote economic growth. This led to the much more mass death of Native populations to the much more mass death of Native populations

under Spanish rule due to horrible working under Spanish rule due to horrible working

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PRACTICE QUESTION

Use the graph above in constructing Use the graph above in constructing

answers to A), B), and C) answers to A), B), and C)

A) Briefly explain the role slavery A) Briefly explain the role slavery

played in the population growth of this played in the population growth of this

period. period.

B) Briefly explain the sources of B) Briefly explain the sources of

immigrants other than from Africa immigrants other than from Africa

during this period. during this period.

C) Briefly explain the impact of the C) Briefly explain the impact of the

non-African immigration on ONE of the African immigration on ONE of the

following sections of the colonies: New following sections of the colonies: New

England, Middle Colonies, Southern England, Middle Colonies, Southern

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A) Briefly explain the role slavery A) Briefly explain the role slavery

played in the population growth of played in the population growth of

this period. this period.

The increased dependence on slavery The increased dependence on slavery

from the years 1660 till 1780 helped from the years 1660 till 1780 helped

to increase the Colonial population to increase the Colonial population

from 250,000 to 2.5 million. The from 250,000 to 2.5 million. The

increase in African Americans was increase in African Americans was the most significant jumping from the most significant jumping from

25,000 to 500,000 due to increased 25,000 to 500,000 due to increased plantation for crops such as tobacco plantation for crops such as tobacco and rice. The rise in population was and rice. The rise in population was

also tied to the increased birthrate also tied to the increased birthrate

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B) Briefly describe the sources of immigrants other than B) Briefly describe the sources of immigrants other than

from Africa during this period. from Africa during this period.

During this period Colonial immigration continued,

however due to better conditions in England their

numbers decreased while the number of German

and Scots-Irish increased. Germans were escaping

war while Scots-Irish were escaping economic

hardships due to religious tensions during the

Protestant Reformation in Europe. The increased

numbers of non-English immigrants would help to

increase the ethic diversity of the colonies.

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C) Briefly explain the impact of the non-African immigration on C) Briefly explain the impact of the non-African immigration on

ONE of the following sections of the colonies: New England, ONE of the following sections of the colonies: New England, Middle Colonies, Southern Colonies

Middle Colonies, Southern Colonies

Immigration during this time had the largest

impact on the Middle Colonies. The largest

group of immigrants, Germans, settled mostly in

Philadelphia as they were drawn to the

availability of farmland. By 1755, the majority of

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C) Briefly explain the impact of the non-African immigration on ONE

of the following sections of the colonies: New England, Middle

Colonies, Southern Colonies

Immigration at this time has some impact on the

Southern Colonies. Immigrants to this region settled

on the Western Frontier along the Appalachian

Mountain Chain. Most immigrants were poor and

could not afford to live in the coastal and more fertile

regions of the Southern Colonies which were under

the control of the rich, aristocratic plantation owners.

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C) Briefly explain the impact of the non-African immigration on C) Briefly explain the impact of the non-African immigration on

ONE of the following sections of the colonies: New England, ONE of the following sections of the colonies: New England,

Middle Colonies, Southern Colonies Middle Colonies, Southern Colonies

Immigration at this time had the least impact on the

New England colonies. Land was scarce, rocky, and

expensive and Immigrants (mostly Irish) were poor.

Also, due to the extent of Puritan restrictive societal

control many immigrants moved elsewhere.

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HOW NOT TO WRITE THE SAQ

• _{Do NOT repeat the prompt}_{Do NOT repeat the prompt}

• _{Do NOT write a short essay}_{Do NOT write a short essay} • _{Do NOT write a paragraph}_{Do NOT write a paragraph}

• _{Do NOT write a thesis statement}_{Do NOT write a thesis statement} • _{Do NOT write in bullet points}_{Do NOT write in bullet points}

• _{Do NOT write in sentence}_{Do NOT write in sentence} fragments

fragments

• _{Do NOT write in sentence} fragments

• _{Do NOT just name drop}

• _{Do NOT say “I believe” or “they} probably believed”

• _{Do NOT quote from nor} parenthetically cite the excerpt(s) provided

If you are surprised and excited by how obvious and easy the

answer is, that probably means you are not giving enough detail or depth.