SAQ Practice: Unit 5
OER PROJECT: WHAP/ LESSON 5.8 OPENERSAQ PRACTICE: UNIT 5Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “SAQ Practice: Unit 5,” OER Project, https://www.oerproject.com/1PurposePractice using the four-step strategy to answer SAQ prompts that include secondary sources.ProcessStudents often think that SAQ prompts that include secondary source texts are easier to answer than those that use primary source texts. In some ways, they’re correct,becausethese secondary sources usually use more modern language and are therefore easier to understand. But secondary sources can be difficult, especially when an exam SAQ includes two secondary sources for one question. In this SAQ practice activity, you’ll use the four-step strategy that you learned about in Unit 2;this time, however, you’ll practice with secondary sources. Start by taking out the SAQ Practice Tooland workingthrough each of the four steps:1.Rewrite the prompts.2.Review the content.3.Analyze and annotate.4.Answer the prompts. Step 1: Rewrite the following prompts in your own words:•Prompt A: Identify ONE nineteenth-century ideology or reform movement that likely influenced the various forms of political activism referred to in Source 1.•Prompt B: Explain ONE nineteenth-century economic process that accounts for the changes in the lives of working women as described in the two passages.•Prompt C: Explain ONE way in which the authors focus on different aspects of the experience of women in the nineteenth century.Step 2: For this activity, you’re asked to recall what you remember about the impact of nineteenth-century economic processes on women’s social and political lives. In a small group or in pairs, go through each of these themes and add historical details you remember in the tool. As needed, you can go back to Unit 5to review,but remember that you won’t be able to do thison the exam. For now, however, the process is the most important thing to focus on.Step 3: Once you’ve organized what you remember into the themes, it’s time to move on to analyzing and annotating the source. In your small group or with your partner, read through each source and try to identify any factors that may have impacted women’s lives during this period. As you work through the source, each time you identify a factor, see if you can connect it to one of the themes from step 2. When you do, highlight that section of text with the corresponding highlight color from step 2.
OER PROJECT: WHAP / LESSON 5.8 OPENERSAQ PRACTICE: UNIT 52Step 4: Now,it’s time to answer the prompts, but this time you’ll answer each prompt on your own. Using the ideas you came up with in step 2, along with the annotations from step 3, you should be just about ready to construct your responses. First, look at the highlighted paragraph to see how the themes align to each prompt. Try to see if you can match the specific theme/evidence to each of the prompts. Choose the theme that will help you construct the strongest response to each prompt.•Answer the prompt/make a claim.•Cite evidence.•Explain how the evidence supports the claim (often referred to as reasoning).To wrap up, share your responses with the small group or partneryou worked with in steps 2 and 3 to see how your answers compare.
OER PROJECT: WHAP / LESSON 5.8 OPENERSAQ PRACTICE: UNIT 5 WORKSHEETUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “SAQ Practice: Unit 5,” OER Project, https://www.oerproject.com/3Directions: Follow each of the steps below.Step 1 –Rewrite the PromptsRewrite the SAQ prompts. Put them into your own words and make sure to 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 nineteenth-century ideology or reform movement that likely influenced the various forms of political activism referred to in Source 1.Rewritten Prompt A:Prompt B:Explain ONE nineteenth-century economic process that accounts for the changes in the lives of working women as described in the two passages.Rewritten Prompt B:Prompt C: Explain ONE way in which the authors focus on different aspects of the experience of women in the nineteenth century.
OER PROJECT: WHAP / LESSON 5.8 OPENERSAQ PRACTICE: UNIT 5WORKSHEET4Rewritten Prompt C:Step 2 –Review the ContentChoose threeAPthemes that the prompt connects to (remember the PIECES acronym) and brainstormrelevant historical developments and conceptsfrom this time periodor topic that align withthe themes.AP Theme:AP Theme:AP Theme:Step 3 –Analyze and AnnotateRead the secondarysourcesprovided as part of the SAQ and highlight any text that may help you respond to the prompt. Color code each section according to the theme from step 2 that it represents.
OER PROJECT: WHAP / LESSON 5.8 OPENERSAQ PRACTICE: UNIT 5WORKSHEET5Source 1:Dislocated and impoverished, many urban newcomers lived in the utmost misery. Working women started political groups of theirown. Many kept alive the language and dreams of revolutionary Europe in an ongoing series of strikes, political movements, and newwaves of revolution. Filled with ambition for liberty, working women started political groups of their own and engaged in political struggle. Simultaneously, middle-class women began organizing a mass feminist movement to obtain education, property and marital rights, and the vote.Citation: Bonnie G. Smith, historian of Europe, Changing Lives: Women in European History Since 1700, 1989.Source 2: Over the long run the average standard of living rose substantially in Britain for both women and men. [The suffering] of those who endured the unhealthy housing and working conditions and the cycles of boom and bust ... [decreased] by the middle of the nineteenth century. Both sexes benefited from [an overall decline in birth rates] but women doubtless experienced greater gains here.Wives whose wage work was vital to family wage pooling, such as in cotton textiles, may have gained leverage in bargaining with their husbands. In the workplace, women’s occupations were restricted and segregated; crowding in a few occupations contributed to lower female wages. The job segregation ... meant continuing gender inequality in both labor market and the family. Women and children formed a flexible workforce; they entered labor markets, serving as helpers to men, holding jobs that did not require long training or had little authority or that men did not want.Citation: Louise A. Tilly, United States historian, academic article, 1993.Step 4 –Answer the PromptsUse your ideas from step 2 as well as evidence from the excerpt to help you answer the prompt. Don’t forget to use ACE (see below) to help you construct your response to each prompt.•Answer the prompt/make a claim.•Cite evidence.•Explain how the evidence supports the claim (show your reasoning).
OER PROJECT: WHAP / LESSON 5.8 OPENERSAQ PRACTICE: UNIT 5WORKSHEET6Prompt APrompt BPrompt C