Do Now  Agenda:
Chapter 3 Review
Questions
Intro to AP Essays
Practice:
Dissecting the
Question
Homework:
•
Thursday-Sunday: Read, take Cornell Notes, and define key terms for Chapter 4.
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.
Binder!
- Put Review 3 under Class Work
- Put Ch. 3 Notes under Test Prep
Colonial
Regions
Three Types of Charters
1. Corporate Colony
• Run by a jointstock company
• Like a corporation
• Middle class
people pooled
their small savings
to start a business.
2. Royal Colony
• Directly under
the king’s rule
3. Proprietary
Colony
• Ruled by people
who were
granted
ownership by
the king
• The king thought
this would give
him almost total
control.
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
Rubric
APUSH Essays
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 question
Categorize or bucket
Outline
Write your thesis
Write 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!