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SAQ Practice – Unit 4

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STUDENT MATERIALSSTUDENT MATERIALSS-1SAQ PRACTICE – UNIT 4WORLD HISTORY PROJECT - AP / LESSON 4.3 ACTIVITYPurposeIt can be challenging to figure out what evidence can be used from visual sources to help you support claims. In this SAQ practice activity, you’ll work on using visual sources related to the Unit 4 topics about the expansion of social categories and categorization that resulted from the Columbian Exchange, the transatlantic slave trade, and the expansion of European state power. This will prepare you for responding to SAQs that include images.ProcessIn this activity, your teacher will walk you through a process to help you get more familiar with analyzing images and using that information to help you respond to SAQs. Here is the SAQ you will respond to at the end of this activity:• Identify ONE reason why the Spanish government created social categories in the Spanish colonies in the Americas from 1500 to 1750.• Identify ANOTHER reason why the Spanish government created social categories in the Spanish colonies in the Americas from 1500 to 1750.• Explain ONE social effect of the arrival of the Spanish colonists from 1500 to 1750.If you don’t remember a lot about this time period or about castas paintings, you might want to review the article “European Colonies in the Americas” to refresh your memory. As a group, you’re going to analyze one image together as you think about how you might respond to the SAQ. Then, you’ll analyze a second image in small groups and respond to the SAQ prompt. Before really digging in, what do you notice about the image and the caption, and how does what you notice relate to the prompt? After you and your classmates have come up with some ideas, your teacher will introduce you to a three-step process for SAQ image analysis. The process includes the following steps:1. Summarize—Describe, in detail, what you see in the image. 2. Analyze—Explain how this image contributes to your understanding of the SAQ topic. 3. Relate—How does this image help you respond to the SAQ prompt? Infanta Isabel Clara Eugenia (1566–1633) and Magdalena Ruiz (1585–1588) by Alonso Sánchez Coello (1531–1588). Found in the collection of Museo del Prado, Madrid. © Fine Art Images/Heritage Images/Getty Images.
STUDENT MATERIALSSTUDENT MATERIALSS-2SAQ PRACTICE – UNIT 4WORLD HISTORY PROJECT - AP / LESSON 4.3 ACTIVITYNow it’s time for more formal image analysis. Download or take out the SAQ Practice—Unit 4 worksheet and work with your class to respond to the questions in Step 1. Once you’ve done that, your teacher will likely split you into small groups or pairs to analyze the second image and respond to the SAQ. Once you’ve completed your image analysis and SAQ responses, review your answers with your class. This will give you an opportunity to correct any responses that could be improved, which will help you build your image analysis and SAQ skills.
Name:Date:Name:Date:STUDENT MATERIALSS-3SAQ PRACTICE – UNIT 4WORLD HISTORY PROJECT - AP / LESSON 4.3 ACTIVITYDirections: Follow the directions for each of the steps below in preparation to respond to the SAQ prompt.• Identify ONE reason why the Spanish government created social categories in the Spanish colonies in the Americas from 1500 to 1750.• Identify ANOTHER reason why the Spanish government created social categories in the Spanish colonies in the Americas from 1500 to 1750.• Explain ONE social effect of the arrival of the Spanish colonists from 1500 to 1750.Step 1Analyze the image to the right, using the steps in the table below to help guide your analysis.StepsAnswerSummarizeDescribe in detail what you see in this image.AnalyzeExplain how this image contributes to your understanding of the SAQ topic.RelateHow does this image help you respond to the SAQ prompt? Infanta Isabel Clara Eugenia (1566–1633) and Magdalena Ruiz (1585–1588) by Alonso Sánchez Coello (1531–1588). Found in the collection of Museo del Prado, Madrid. © Fine Art Images/Heritage Images/Getty Images.
Name:Date:Name:Date:STUDENT MATERIALSS-4SAQ PRACTICE – UNIT 4WORLD HISTORY PROJECT - AP / LESSON 4.3 ACTIVITYStep 2Examine the following painting, and then use the steps in the table to help you analyze the portrait of a family in the Spanish colonies. StepsAnswerSummarizeDescribe in detail what you see in this image.AnalyzeExplain how this image contributes to your understanding of the SAQ topic.RelateHow does this image help you respond to the SAQ prompt? Castas by Andrés de Islas (active c. 1753–1775). Found in the collection of Museum of the Americas, Madrid. © Prisma/Universal Images Group via Getty Images.
Name:Date:Name:Date:STUDENT MATERIALSS-5SAQ PRACTICE – UNIT 4WORLD HISTORY PROJECT - AP / LESSON 4.3 ACTIVITYSAQ promptsSAQ responseExplain ONE reason why the Spanish government created social categories in the Spanish colonies in the Americas from 1500 to 1750.Explain ANOTHER reason why the Spanish government created social categories in the Spanish colonies in the Americas from 1500 to 1750.Identify ONE social effect of the arrival of the Spanish colonists from 1500 to 1750.