One or two sentences will suffice in answering each task and you can count on at least half of the SAQs having stimulus items. So how to prepare students for these questions given the absence of so few examples from the College Board?
The good news is that all those previous DBQs are loaded with great stimulus items that can be disassembled and repackaged as practice SAQs.
The change in content for the new 2016-2017 course redesign is not really that significant, but as you can see in the chart below, the assessment is a different story.
I have written elsewhere about the importance of teaching and drilling the Historical Thinking Skills into students’ heads.
Moreover, Document 7 demonstrates that servants faced tedious, laborious lifestyles, often working several hours a day, six days a week for little in return.
Contradicting Document 7, Document 8 presents a hardworking female servant expressing her discontent with her lifestyle.
In Document1, Herman Merivale makes indentured servitude seem almost ethical as compared to slavery.
However, as British Undersecretary of the Colonies, Merivale is a government official who obviously benefits from the servants’ labor.
Documents 3, 4, 6, and 9 illustrate the influx of Indian, Chinese, and Japanese servantsinto areas in Africa, Latin America and the Polynesian islands.
Although this allowed for cultural diversity in areas such as the Americas, these migrations caused somewhat of an imbalance in regional populations.