SAQ Practice – Unit 6
STUDENT MATERIALSSTUDENT MATERIALSS-1SAQ PRACTICE – UNIT 6WORLD HISTORY PROJECT - AP / LESSON 6.3 ACTIVITYPurposeSo far in the SAQ practice activities, you’ve tried a variety of strategies to help you better understand and respond to SAQs. These include identifying and responding to specific task verbs, rewriting prompts to make them more understandable, using specific methods to analyze documents and images, and using the ACE process to help you construct SAQ responses. In this activity, you’ll practice using these strategies to respond to two SAQs, which will help you internalize these strategies so you can successfully respond to the SAQs on the AP® World History: Modern exam. ProcessIn this activity, you’re going to use the strategies you’ve learned so far to respond to two SAQs. Your teacher may have you do this in groups, in pairs, or individually. Be sure to listen for their directions. First, take out or download the SAQ Practice—Unit 6 worksheet and think about the four-step process you’ve been using to help you expertly respond to SAQs. The steps of the process are: 1. Rewrite the prompts.2. Review the content.3. Analyze and annotate.4. Answer the prompts. (Remember that for SAQs without a source, you would just skip the third step; however, note that the SAQs in this activity both have sources.)Once you’ve responded to the SAQs, be prepared to discuss your responses with the class!
Name:Date:Name:Date:STUDENT MATERIALSS-2SAQ PRACTICE – UNIT 6WORLD HISTORY PROJECT - AP / LESSON 6.3 ACTIVITYDirections: Follow the steps below. Be sure to complete the steps for each SAQ. SAQ 1A. Identify ONE piece of evidence that supports Robinson’s argument about the cause of increased migrations of people contracted to work on plantations in the second part of the nineteenth century. B. Identify ONE piece of evidence that refutes the claim Robinson makes about the cause of increased migrations of Asians to other parts of the world in the nineteenth century. C. Explain ONE EXAMPLE that would challenge the assertion in the second sentence of the excerpt concerning workers “hit by economic depression.”“The abolition of the slave trade and slavery also had a big impact on migration over the course of the nineteenth century. Planters and business owners in the Caribbean looked for new sources of cheap labor. Many landless peasants and workers hit by economic depression were recruited as contract or indentured laborers, sometimes under abusive conditions. Most indentured workers were Chinese and Indian, but Japanese, African, Pacific Islander, and even a small number of Europeans were also recruited and transported in this way. Over one million Indians were indentured in parts of the British Empire: Jamaica, Trinidad, British Guiana, Fiji, Uganda, Natal in South Africa, and Mauritius in the Indian Ocean. An additional one million went to tea plantations in other parts of British India.”—Amy Elizabeth Robinson (2020), “Migration and Empire”Step 1 – Rewrite the promptRewrite the SAQ prompts. Put them into your own words and make sure that you rephrase the task verbs describe, identify, and explain using the College Board definitions as your starting point. Here are the definitions:• Describe: “Provide a description or explanation of similarities and differences.”• Identify: “Indicate or provide information about a specified topic, without elaboration or explanation.”• Explain: “Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning.”Prompt A: Identify ONE piece of evidence that supports Robinson’s argument about the cause of increased migrations of people contracted to work on plantations in the second part of the nineteenth century.Rewritten Prompt A:
Name:Date:Name:Date:STUDENT MATERIALSS-3SAQ PRACTICE – UNIT 6WORLD HISTORY PROJECT - AP / LESSON 6.3 ACTIVITYPrompt B: Identify ONE piece of evidence that refutes the claim Robinson makes about the cause of increased migrations of Asians to other parts of the world in the nineteenth century. Rewritten Prompt B: Prompt C: Explain ONE EXAMPLE that would challenge the assertion in the second sentence of the excerpt concerning workers “hit by economic depression”.Rewritten Prompt C: Step 2 – Review the contentChoose three themes that the prompts connect to (remember the PIECES acronym) and write down any relevant information from this time period or topic that aligns to the AP themes. AP Theme:.AP Theme:
Name:Date:Name:Date:STUDENT MATERIALSS-4SAQ PRACTICE – UNIT 6WORLD HISTORY PROJECT - AP / LESSON 6.3 ACTIVITYAP Theme:Step 3 – Analyze and annotate Read the source provided as part of the SAQ and highlight any text that may help you respond to the prompts, color-coding each section according to the theme it represents from step 2. Note: If your SAQ does not include a primary source, you can skip this step!“The abolition of the slave trade and slavery also had a big impact on migration over the course of the nineteenth century. Planters and business owners in the Caribbean looked for new sources of cheap labor. Many landless peasants and workers hit by economic depression were recruited as contract or indentured laborers, sometimes under abusive conditions. Most indentured workers were Chinese and Indian, but Japanese, African, Pacific Islander, and even a small number of Europeans were also recruited and transported in this way. Over one million Indians were indentured in parts of the British Empire: Jamaica, Trinidad, British Guiana, Fiji, Uganda, Natal in South Africa, and Mauritius in the Indian Ocean. An additional one million went to tea plantations in other parts of British India.”—Amy Elizabeth Robinson (2020), “Migration and Empire”Step 4 – Answer the promptUse your ideas from step 2 as well as evidence from the excerpt (if you have one) to help you answer the prompts. Don’t forget to use ACE to help you construct your response to each prompt. • A – Answer the prompt/make a claim• C – Cite evidence• E – Explain how the evidence supports the claim (often referred to as reasoning)SAQ promptsSAQ responseIdentify ONE piece of evidence that supports Robinson’s argument about the cause of increased migrations of people contracted to work on plantations in the second part of the nineteenth century.
Name:Date:Name:Date:STUDENT MATERIALSS-5SAQ PRACTICE – UNIT 6WORLD HISTORY PROJECT - AP / LESSON 6.3 ACTIVITYIdentify ONE piece of evidence that refutes the claim Robinson makes about the cause of increased migrations of Asians to other parts of the world in the nineteenth century. Explain ONE EXAMPLE that would challenge the assertion in the second sentence of the excerpt concerning workers “hit by economic depression”.SAQ 2A. Identify ONE piece of evidence that supports Rutz’s statement about the ideals used by King Leopold to justify imperialism during the nineteenth-century “Scramble for Africa.”B. Identify ONE piece of evidence that contradicts Leopold’s justification for imperialism.C. Explain ONE way in which another European state used a similar justification for imperialism in Africa during the nineteenth century.“The Congo Free State was established in 1885, placing a territory three times the size of Texas under the personal sovereignty of King Leopold. The king validated his claim to the territory at the Berlin Conference, and focusing on his maneuvering to secure the colony opens up exploration of the larger context of imperialism and the ‘Scramble for Africa.’ Leopold bolstered his case by appealing to the humanitarian and paternalistic ideals that motivated European imperialism, stressing a commitment to ending the slave trade, and promising to improve the religious and material condition of his African subjects. Despite the humanitarian principles championed by the king, the Congo Free State functioned primarily to exploit the people and the environment of the Congo ...”—Michael A. Rutz (2018), King Leopold’s Congo and the “Scramble for Africa”: A Short History with Documents
Name:Date:Name:Date:STUDENT MATERIALSS-6SAQ PRACTICE – UNIT 6WORLD HISTORY PROJECT - AP / LESSON 6.3 ACTIVITYStep 1 – Rewrite the promptRewrite the SAQ prompts. Put them into your own words and make sure that you rephrase the task verbs describe describe, identify, and explain using the College Board definitions as your starting point. Here are the definitions:• Describe: “Provide a description or explanation of similarities and differences.”• Identify: “Indicate or provide information about a specified topic, without elaboration or explanation.”• Explain: “Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning.”Prompt A: Identify ONE piece of evidence that supports Rutz’s statement about the ideals used by King Leopold to justify imperialism during the nineteenth-century “Scramble for Africa”.Rewritten Prompt A: Prompt B: Identify ONE piece of evidence that contradicts Leopold’s justification for imperialism. Rewritten Prompt B: Prompt C: Explain ONE way in which another European state used a similar justification for imperialism in Africa during the nineteenth century.Rewritten Prompt C:
Name:Date:Name:Date:STUDENT MATERIALSS-7SAQ PRACTICE – UNIT 6WORLD HISTORY PROJECT - AP / LESSON 6.3 ACTIVITYStep 2 – Review the contentChoose three themes that the prompts connect to (remember the PIECES acronym) and write down any relevant information from this time period or topic that aligns to the AP themes. AP Theme:AP Theme:AP Theme:Step 3 – Analyze and annotate Read the source provided as part of the SAQ and highlight any text that may help you respond to the prompts, color-coding each section according to the theme it represents from step 2. Note: If your SAQ does not include a primary source, you can skip this step! “The Congo Free State was established in 1885, placing a territory three times the size of Texas under the personal sovereignty of King Leopold. The king validated his claim to the territory at the Berlin Conference, and focusing on his maneuvering to secure the colony opens up exploration of the larger context of imperialism and the ‘Scramble for Africa.’ Leopold bolstered his case by appealing to the humanitarian and paternalistic ideals that motivated European imperialism, stressing a commitment to ending the slave trade, and promising to improve the religious and material condition of his African subjects. Despite the humanitarian principles championed by the king, the Congo Free State functioned primarily to exploit the people and the environment of the Congo ...”—Michael A. Rutz (2018), King Leopold’s Congo and the “Scramble for Africa”: A Short History with Documents
Name:Date:Name:Date:STUDENT MATERIALSS-8SAQ PRACTICE – UNIT 6WORLD HISTORY PROJECT - AP / LESSON 6.3 ACTIVITYStep 4 – Answer the promptUse your ideas from step 2 as well as evidence from the excerpt (if you have one) to help you answer the prompts. Don’t forget to use ACE to help you construct your response to each prompt. • A – Answer the prompt/make a claim• C – Cite evidence• E – Explain how the evidence supports the claim (often referred to as reasoning)SAQ promptsSAQ responseIdentify ONE piece of evidence that supports Rutz’s statement about the ideals used by King Leopold to justify imperialism during the nineteenth-century “Scramble for Africa.”Identify ONE piece of evidence that contradicts Leopold’s justification for imperialism.Explain ONE way in which another European state used a similar justification for imperialism in Africa during the nineteenth century.