Transcript for:
APUSH Units 1 & 2 Summary

all right we are live ladies and gentlemen and here Tom Ritchie with the Bill of Rights Institute we are starting our series for a push review this is going to be the first of nine sessions and we are going to focus this time on units 1 & 2 basically 1491 to 1754 now keep in mind the boundaries of this exam are on 1754 to 1945 the French and Indian War through World War two so what we want to note here though even though the DBQ won't come from the colonial period in the period of settlement and exploration then we could see some things in these periods that later on are going to come up on the exam like they may be useful for contextualization what we want to understand is when it comes to contextualization that can come from something at the in the same time period as the prompt it can come from before and in a few cases it can come from a time after so we want to keep that in mind that what we're dealing with here is you know things that even though they're not going to be specific to the prompts there's not going to be a format that reaches before 1754 but at the same time we want to make sure that we're ready for that thank you so much Lizzie for the for the kind words on these broadcasts are an hour okay so these are gonna be 6:30 to 7:30 Eastern Monday through Thursday this week and then next week Sunday through Thursday so make sure you're subscribed to the Bill of Rights Institute if you haven't already and we're going to be broadcasting live Sunday through Thursday this week Monday through Thursday next week at 6:30 p.m. Eastern and of course all broadcasts are going to be archived for later on ok and if you'll just give me just one second I forgot that I have not taken dinner out of the oven I need to let my daughter know to do that I'm in a mute so that I don't yell at you okay and in the meantime get some questions and for me questions from 1491 to 1754 and let's go ahead and talk about that with specific emphasis on how we might use these things to contextualize you all right I'm back just want to make sure that you know somebody was gonna have to play the fiddle while dinner burns all right so with that my wooden wall is moving yes this is actually a fake backdrop when the air conditioner is on it actually moves the backdrop so yes if y'all are thinking okay we've got a wooden wall out there yes okay so as far as that as that goes you know on yeah so let's see as far as as far as that goes interesting interesting so speaking of apps y'all remember my Romulus apush review app is available $1.99 at the app store and with that let's go ahead and get into we're going to get into first of all Native American cultures I'm for AP US history now if you google Native American cultures a push on what you're going to find here let's see let's go ahead and let me share my screen so if you google Native American cultures a bush and so this brings you to a set of notes that I've created that is online and available so you can google Native American cultures a bush you get you know my blog post here that's got notes and you'll also see a link to my youtube video that's also in the blog post so with that and that's something that we want to make sure because really Native Americans can be contextualized even if we're thinking that we're talking about the 19th century okay so if we think about the prompt is in the 19th century for example and we're dealing with something like Indian removal or the Dawes Act maybe we can see a prompt to that's going to I don't think the props going to be exclusive in the 20th century but perhaps even going to the good neighbor policy now my personal prediction again that's just my prediction I don't think the props gonna be twentieth century but who knows alright so we want to make sure to get everything even though I'm expecting this to come from the 19th century I usually don't like to predict I'm doing that in this case so as far as that goes watch the College Board take it from the 20th century just to spite me or something like that so with that ladies and gentlemen Native Americans are a bear the important thing to think about going in okay so first of all we want to make sure and this is something that really has relevance no matter what period we're looking at first of all Native American societies were diverse okay so get rid of any kind of stereotype or anything like that don't think about all natives it's living in teepees all natives is being nomadic or anything like that and that we see a lot of different lifestyles lots of different language and culture groups okay and of course you know a lots of warfare between tribes and remember that European powers would get involved in you know in these wars and they would take sides so let's think about the French and Indian War which is within the scope of our product we want to understand that the French and the British each had their Indian allies we also want to note that the French were by far the friendliest side with natives and so when we're looking at that situation we're seeing that the French are you know the French have many more allies than the British the Iroquois allied with themselves the British largely because they were constantly at war with the Algonquin on the other side of the Great Lakes who were allied with the French so we do want to understand what's behind the French and Indian War that you see the French and their Indian allies versus the British basically because their Indian allies didn't do a whole lot the Iroquois didn't fight against the British in the French and Indian War but they didn't do a lot of fighting for them and of course that gets into the different comparisons between the European colonizers you know why is it that the allies of the French are you know willing to fight and spill blood and die with them whereas the allies of the British or not and part of that is because you know the British colonists were many much more numerous and they tended to want to go west while the French didn't really threaten native so these are a lot of important things so don't brush off units one and two just because the DBQ is going to come from there and we also want to know here that each tribal group interacted differently with its environment so we know that are some tribes who were settled and what we want to note here is that you look at a Plains Indian now this is going to be probably the most relevant thing here when we think about a Plains Indian hunting bison on the front you know on the Great Plains now the Bison hunt this became a thing because of the Columbian Exchange that's another thing that we get out of unit one the Columbian Exchange which is relevant to a push AP euro and ap Worlds okay it is relevant to all three of these things so with that we're thinking about the Columbian Exchange which is going from the old world to the new world so you've got old world of you know plants animals people's diseases ideas okay so when we think about ideas such as Christianity and capitalism these are coming from the old world coming to the new world where these ideas really had not taken root so we understand that the Plains Indians had not hunted a bison on horseback I'm you know for taught since time immemorial the days of yore or whatever that this is something that had a starting point and then we see with the construction of the Transcontinental Railroad that is threatening some things you know a lifestyle that has been in existence for a long time for hundreds of years but not since of you know not since the beginning of time so things you know we constantly see continuity and change over time so we want to we want to go into this on in terms of thinking about how can these things be relevant moving forward okay so as far as that goes now remember as I was just talking about my app if anybody wants to take a look at that just a little trivia app something that I think would be would be helpful there I'm so you know that's something for you if you'd like to now a map of Native American culture groups now we can get a higher resolution version over here on Wikipedia I've always been a big fan of Wikipedia some people want to hate on it I don't so understand that when we talk about the Great Plains so when we think about geography now what does this it will be think about this we want to look at the Great Plains and we want to think about what does this look like like what did like what major land acquisition does this look like so there's a lot here that can play with some things that are going to come later so when we're thinking about this if you're thinking about you're like you know what that kind of looks like the Louisiana Purchase all right you're looking at all of these tributaries into the Mississippi River so this is the area of the Great Plains it looks a lot like the Louisiana Purchase so you know and that's of course when you look after the Civil War with the Indian wars on the Great Plains and the southwest this is the area that that we see in the course of manifest destiny so those things are going to be super relevant even though they technically come before on the time be okay so with that let's go ahead and you know take a look and see if we've got some questions here okay so could we use on units one and two to contextualize imperialism now Annie one thing I want to note here is that when well this is the thing let me answer a few questions about contextualization so you know could we use units one and two to contextualize okay imperialism and so when we think about that I would think that we might want to use if we can use something closer to that I would think in terms of using something closer so one thing to answer your question with Lizzie there is no definite okay so there's no definite boundary when we think about contextualization we usually you're gonna you know eighty percent of the time at least if not nine times out of ten you're going to on take you know contextualization from the very beginning of the prop period or shortly before now there are some times where you can go shortly after there are some times like with imperialism a few things we might use to contextualize might be manifest destiny might be you can think about you know Washington's farewell address even though washing farewell address is a century before the age of imperialism you can definitely especially if you're getting into the anti-imperialist league and looking over the United States having something of an identity crisis when we become an imperial power then that's something that we want to that we want to think about that I'm think about there okay and so with that if we have new comments coming in I'm not seeing them all right so as far as that is concerned we want to note that you know there's no time limit on contextualization as long as it's relevant let's think about this as well so if we go back to the Middle Ages okay in you know in the history of England when we think about the American Revolution for example of the American Revolution first of all we can say that the American Revolution you know in terms of ideas was motivated by the ideas of the Enlightenment was motivated by John Locke and Montesquieu and other people who are writing around this time John Locke of course was someone who was an influencer into the Declaration of Independence now one thing if we note here on john locke was before 1754 so john locke came from before 1754 but he's useful contextualization for the American Revolution and the Declaration of Independence now another thing that we could do is we could go all the way back to 1215 in the Middle Ages where King John was forced to sign a document known as the Magna Carta the Great Charter and so the Magna Carta this was a document that that basically said that the king did not have the power to tax without the consent of the nobles and the bishops of the Church and what this did okay is this created a you know a scenario where it evolves where Parliament becomes the taxing authority and so therefore the monarch does not have the you know the option okay the monarch does not have the option to tax without getting the consent of Parliament first and then that draws for something so we understand the history of England so first of all the magna carta and then the Glorious Revolution okay so the Glorious Revolution of 1689 so this is the thing we think about English history before 1754 can also provide some very useful context into the Glorious Revolution so the English Civil with the English built of food sorry I've been doing euro in the English Civil War a little earlier and so the English the Glorious Revolution of 1689 this is where you had the English Bill of Rights and the English Bill of Rights basically says that the king will not interfere with free elections of Parliament that people have a right to you know to have a say in the government through their representatives now what's going to happen when we look at the colonies and this is another thing to contextualize is is each of the colonies has their own colonial legislature so each colony has its own colonial legislature which they believed ok so during this period of salutary neglect okay so salutary neglect is this this idea that our this practice that the British are basically you know not enforcing the Navigation Acts okay so the British are not enforcing the Navigation Acts and because they're not enforcing the Navigation Acts the colonies are doing basically what they want so the colonial legislatures were very important during this time and the Parliament really did not interfere the crown and the Parliament didn't really interfere with the colonies during during this period before the French and Indian War so one example of a colonial legislature would be the Virginia House of Burgesses okay the Virginia House of Burgesses was an example of you know a representative body okay so let's look at the Virginia House of Burgesses alright so when we're comparing the new england middle and southern colonies okay this was the old this legislative body in the colonies alright so they were pretty much used to you know you have these colonial assemblies one thing we want to understand is that the colonists during the American Revolution they didn't want to be represented in Parliament they believed that Parliament didn't have the power to tax them without the consent of their colonial legislatures because these were the people that represented them these were the people that you know were you know these are the people that have the ability to speak for the people of the colonies and so something like the House of Burgesses on that you know in 1642 was created here and so the House of Burgesses continued until Brittany not until Britain until Virginia proclaimed itself to be an independent state okay so we see here that it was succeeded by the Virginia House of Delegates so the House of Burgesses was a colonial assembly in Virginia now let's go into how we might contextualize this as well let's think about for on the early 19th century for your unit for when we get into the development of life in the south and in the Northeast now during the colonial period what happened is every colony had representative institutions had some sort of representative government now the House of Burgesses this was made up in Virginia of landowners okay so Virginia was dominated by large landowners and you had to have a certain amount of land in order to participate politically now in New England what would happen is they they're you know they weren't based on cash crops they would have closely-knit towns and when it was time to make decisions in New England they would have a town meeting so when you look at New England politics that what develops here is something that's more democratic than what develops in the south and so that could be contextualization possibly for explaining the social hierarchy in the south that we see that during the antebellum period that the south has a social hierarchy on based on not only race but also on land ownership okay so not only race but also on land ownership so that's something that is important to know here that we see a difference in the way that we're seeing you know political life develop in New England versus in the south and we see that antebellum reform movements are more successful as a whole in New England than they are in the south so that's something that's important for you to you know for you to be able to you know get into in terms of knowing that you've got a way to contextualize now again we may not need to go into this period at all okay so it's entirely possible that we don't need to go into this period at all now to answer a question here Lucas it's not just highly unlikely that we get a DBQ from unit one or unit two pre 1754 that we are actually not going to get a DBQ from unit one or unit two now what I've said is highly so we're not going to get unit one or unit two or unit eight or unit nine so the boundaries for the DBQ props are gonna be 1754 to 1945 now what I've said might be highly unlikely is a 20th century prompt now the reason I'm saying that is because the last two dbq's have been from the early 20th century imperialism and the Progressive Era I have found through asking around that a substantial amount a substantial number of AP US history students never got past World War one okay so World War one why don't y'all let me know in the chat on where did your class get just so we have like a you know a non-scientific poll here and so when we're thinking about that that how far did your class how far did your class get on because I find that a lot of classes did not get passed on 1920 some classes didn't get even to 1920 so I think that if we're seeing something that includes the 20th century it's going to be something that starts in the 19th century maybe goes into the 20th century but I think that they're going to pick something you know earlier than that so some classes yes of shiffman's class y'all got through the Cold War so that too happens now I want to shout out to miss Fiore from Tottenville High School thank you all so much for your support for these webinars and I'm looking forward to you know leading you in review for eight more sessions remember I'm going to be back here make sure that you have subscribed to the Bill of Rights Institute if you have not already all right so so with the Columbian Exchange I've mentioned the Columbian Exchange we we gave a little introduction here but let's make sure when we're thinking about the Columbian Exchange that we're thinking about this exchange of people plants animals Goods and ideas okay so any of those and then diseases would be something else so we think about diseases let's not forget about diseases and the Mets midst of our pandemic so we can understand this is the thing that the Columbian Exchange just became super relevant again because we have this situation now where this virus is going around and since its new nobody has built a immunity to it and so we're dealing we're dealing with that Vicki it's always great to see you and your class you know getting into this so with that alright so in class so Emily what you're what you're saying here Emily and Cameron what we're seeing here is that y'all got two World War one okay so some people if some people did get past World War one a lot of people did but we've got a substantial number of people that got to World War one the 1920s and that sort of thing all right so okay and my friend Todd is here great to see you Todd and you know the thing is it's really up to you okay there really shouldn't be a situation where you like you fail the exam because you didn't know 1491 to 1754 what we're doing here is we're focusing on what might be helpful so for example here somebody mentioned on the first Great Awakening okay so somebody mentioned the first great way and when we're thinking about the first Great Awakening well that is useful because what we're doing here is you know we're looking at the Second Great Awakening during the antebellum period so possibly having some you know some basis for comparison so when we're thinking about the Second Great Awakening and the first Great Awakening what we have to think about is what do they have common what are they not having common now what they have in common is that they were both they were both on Hellfire and brimstone preaching religious revival a lot of people being told you're going to have all right and so the thing is that then we get into the differences in the nuances okay so the first Great Awakening you've got Jonathan Edwards um who was the Oh Jonathan Edwards and George Whitfield who were preachers now they make their names may not be as important since those that periods not on the exam but understand fire and brimstone preaching and heavily influenced by Calvinism okay now Calvinism this is something where we get into the Puritans okay the Puritans and separatists in New England were Calvinists and the first Great Awakening was very much influenced by Calvinism what you've got in Calvinist theology this idea of predestination that there's really nothing that you can do to influence your salvation one or one way or the other so when we look at the way that the Puritans and the separatists all Calvinists on the way that they viewed religion it was just a matter of whether they wanted to purify the Church of England to make it more like them or separate from the Church of England so Puritans and separatists they were Calvinists and Calvinism is about is about predestination this idea that God's already made up his mind about you before you were born because otherwise he'd be showing preference to you through your works and that is against against Protestant and you know the Protestant theology and so when we look at this we look at Jonathan Edwards centers in the hands of an angry god that you're all hanging by a thread here and that God at any moment could let that red go and you are going to burn in hell and so Jonathan Edwards wanted people to think in terms of we need to be thankful for God's love and thankful that God has not given up on us yet and so what happens here is that when you start looking into the Second Great Awakening it is influenced by what theologians call ya arminianism sorry that I just drew a blank real quick actually on my screen it was the part where I'm like dangling that thread and it threw me off for a second now theologians call this arminianism not like the country but named for Jacob as are many as who is a Dutch theologian you don't have to know this you don't have to know the term arminianism but it was based more along the lines of freewill okay where it comes down to it it's not so much sinners in the hands of an angry god like you're a sinner in God's hands but it is you are a sinner and you have the ability to change your sinful nature okay that your sinful life you have this building and when we look at both Great Awakenings we see that it resulted in a increase in what we would call evangelical Protestantism okay so evangelical Protestants of Protestantism those of you who are Baptist Methodist non-denominational you have your roots in evangelical Protestantism and when you go to an evangelical service at some point there is an altar call there is a decision time where people are invited to come forward and ask Jesus into their heart okay and that is the essence of both Great Awakenings this very emotional approach to religion that it's not about believing in God but it's about God being present in your heart and that is something okay so so yes may the fourth be with you to Emily and I am over here representing the dark side of the force got on my on my mall shirts I hear so so with that you know so if that's dark I guess I'm you know on the right the right side of the force here I'm so with that missile may the fourth be with all of you and so with that when we think about the Second Great Awakening it's this choice okay so understanding the Great Awakenings in general that both of them were were revivals religious revivals Protestant Christian religious revivals they both favored an emotional approach to religion and also when we think in terms of the the the rise in evangelical protestant groups okay so when we think about the Second Great Awakening with all of those things emotion you know and you know Hellfire and brimstone preaching and then this whole idea that this is this arising evangelical Protestantism we can see some of the reaction against the you know the immigration of Irish Catholics during the antebellum period so I think that it is important in terms of looking at the first and second Great Awakenings now also you may want to mention there may be an opportunity if you are you know if they if the DBQ props coming from very early in US history there may be an opportunity to go into the first Great Awakening as some kind of causation now again when we look at the last three years they've done the American Revolution on imperialism and the Progressive Era which is I feel like the 19th century's about to for a turn but we never met alright so with that what is the most efficient way the best and most efficient way to relearn each period okay now we're providing you with you know with these video broadcasts every night now you really have to kind of get into this for yourself now first of all are you a reader or a listener now what I do caters to listeners it caters to people who want to be told who are listening who are writing notes down by the way if you're not making notes during these presentations you should be this isn't Harry Potter okay this isn't one of those things where you're just looking and you know or this isn't Star Wars you know where you're just watching it and you're like that was a great movie so make sure you're writing some things down I think that it's gonna be very efficient use of to watch these to watch these broadcasts that we're doing we've got eight more of them on between now and the exam and so we're only taking a break for Friday and Saturday and we're getting back to it and so with that you also have to think about some of you are readers okay and y'all know who you are on some of you do better by listening some of you do better by reading some of you need to write things down like I'm someone who benefits from writing things down and making copious notes so you need to think about how is it that you learn so I would say that taking a look at these broadcasts I'm taking a look at what the Bill of Rights Institute has to offer I've also got videos on my youtube channel okay so Michael or Michelle however I would say this on that that this we've already mentioned this in terms of okay so first of all colonial suffrage now most of the colonies would have required on there to be some sort of property ownership in order to you know in order to vote in order to have a say in the political community that you had to have some sort of property ownership now this is going to be the norm all the way until the antebellum period I'm until this time of jacksonian democracy so that's something that I think is is going to be super important to just kind of keep that in mind that this whole idea of land you know being a land owner on having some kind of property in order to participate in the blood of political community that that's important now when you think about now now we want to think about also like Bacon's Rebellion so if we get some kind of mention in the documents about Shay's rebellion or the whiskey rebellion we could use Bacon's Rebellion to contextualize that because all three of those rebellions are frontier settler rebellions okay so frontier settler rebellions in all of these situations so that's something that I think is important if you think about 1676 Bacon's Rebellion we you had these frontier settlers who had been former indentured servants and they are rebelling against the dominance of the Tidewater Virginians now of course this also contextualizes the eventual creation of the state of West Virginia during the Civil War because the bad blood between Eastern Virginia and western Virginia go back a long way okay so so with that we're seeing from there we want to make sure that you know that we're thinking about that as possible contextualization now struggling with the time limit okay so BRE you are struggling with the time limit and one thing that I look at okay two suggestions for the time limit first of all what you want to do is it's possible to score with only three documents it's possible to score eight points okay so let me make sure that y'all have a link to my I've you know a push DBQ okay a push DBQ I'm 2020 and let's see what we've what we've got here okay so let's go into here I've got some tips and resources for the 2020 exam here okay and so looking at that when we're asking for writing resources now I'm gonna need to send this link to the Bill of Rights Institute because it's not on my channel it's got a number of resources here and it's got the rubric and also an annotation and setup guide that I made with my friends at Marko learning now here's what I would you know looking at this annotation and set-up guide and so this is something that you can have on that you're going to you know you can print out and have with you I've got some strategies here now I think that the worst thing that you could possibly do is try to get all ten points okay I think that that's really it's an ego thing and you should you know you should not go too far down that hole unless you've had numerous successful attempts okay so as far as as far as that goes I'm thinking in terms of if you what now we don't know what a three four or five is gonna be let me go ahead and put a disclaimer out here and note that I don't know what's gonna be a three a four or a five nobody knows until after the exams have been scored then a committee gets together and they'll say we have this many tens this many nines this many eight so on so forth and they decide where to cut the scores okay so they're going to make four cuts within this ten these ten points and this is going to be a one two three four and five now I don't think you're gonna need ten points to get a five on eight or nine it's gonna get you a five I think now an eight is what I would consider a safe for now could be a five I'm thinking that a lot of people who get nine and ten points are going to be people who who are they've got extra time okay so they've got extra time accommodations they're using that you can score 10 points easy if you've got an extra time accommodation but without the extra time accommodation I'm finding that that's very difficult so you notice when I'm prioritizing the points here the three points that I put here at the end our contextualization supports the argument with four documents and complex understanding so I would not try to intentionally get those points in the matter of writing my essay until I've earned all of the others okay so we of course need a thesis describe two documents use these two documents and support an argument now let me be clear I don't recommend you use two I recommend you use three because that allows you to mess one up and still get this point so I would say that you want to pick the three documents that are easiest to do okay so you want to think about I understand this one I know how to support an argument with it it's okay to toss out two documents and as soon as that document starts to confuse you and you're like I don't know what this is saying I don't know what argument on support then you need to go ahead and you need to throw that document out and so try to use three documents rather than five I notice with a lot of my clients that when people are trying to use five they are getting sloppy okay they get sloppy with it and that's not that's not something that's good okay so I you know they if they're using five they tend to get sloppy I think three documents then you're using two pieces of outside evidence do your POV plus you know point of view context audience or purpose remember you don't have to try to do all four of those some people get confused about that and then do your contextualization once you have time okay so you start off writing a thesis statement don't try to do contextualization in the opening paragraph you can always go back and do that if you have time left so what I'm looking at here is we can score six or seven points within the time limit very easily as long as you use three documents to support your argument clear thesis that has two problems there and going from there so with that I've got you know I tend to encourage people to go for this eight point strategy but do contextualization last because if you do contextualization first then more than likely you're going to run out of time whereas you know if you go back and you do your contextualization to stand on one point let's say you don't finish your contextualization no big deal because six points I don't see a scenario where somebody gets six points and they don't pass the exam okay so I don't see where where we're going to see that now this guide first of all prioritizes the points then we've got an annotation guide here now in an ideal world we would be able unto we would be able to get in there and to you know just print the documents now technically the College Board allows you to print the documents but when we get into this printing documents could be anywhere depending on your printing situation to in five minutes you could have a printer malfunction or something like that okay so so going going with that I would say that it's more efficient to print out this annotation guide and use it and deciding whether you're going to use or stripe documents now another option is you can you could repurpose this instead of having it two pages if you're like know what I'm only gonna use three documents scratch out the one two and three and just put the document that you're going to use that way you've got it all on one side of the sheet but as you're going through the documents another thing to note here is where it says briefly summarize the document your own words and then you want to think about or relevant portion of the document because it could be that you don't need the whole document so for example a two paragraph document time-saving strategy if you feel like you've got the general idea after reading the first paragraph and there's an argument that you can support that you found something in the document you can use this to support an argument then you know and then for two of the documents now you might want to try all three just in case but for two documents at least point-of-view context audience or purpose now this meant you may or may not want to do that but I think that investing in prewriting is important now another thing we've got here is the last page of this sheet where you're mapping out your body paragraphs now this takes some practice but what I'm finding is with my with my clients I'm finding that they are doing very very well once they commit themselves to this strategy okay so body what's in body paragraph one what documents am I going to use to support this and then what am I going to do for POV plus and then a piece of outside evidence now we have a few thing you know if you look through the Bill of Rights Institute's archived videos we did two sessions focusing on the DBQ using a DBQ that I've written about the American Revolution so for questions about dbq's make sure to go back through the sessions that we've had because we have a couple of DBQ sessions so with that I will go ahead and you know just just so you know you've got this resource on the DBQ page but I think one of the most important things is to think in terms of you know what we're going to do in terms of saving time I think that getting rid of contextual are doing contextualization last I think that that is on that that's going to be very important okay so with that yes so mark just to be clear on the P what out when I say POV Plus that's the same as hip analysis you know I come from you know euro where we were calling it POV before the redesign and so that's just something that is easy for me to go into POV plus alright so going with that making connections yes so incorporating outside evidence yes so each paragraph like we're thinking about body paragraphs what we want to think about yeah okay so that would be written into the sentences okay so oh I see so what Bethenny's saying here is you can use an annotation guide instead of writing onto the annotation guide you can start writing your ddq into the annotation guide so you can have a version of the annotation guide that is ready for use on a DBQ and so you can start typing and then you can move your sentences that's one way to do okay that that's interesting and so as far as that so Theresa what I'm suggesting here in terms of when I say do loops when I say do contextualization last okay so when I say do that last on the thesis has to appear in the first paragraph or it has to appear at the end okay so what I would say is at the very beginning you type your thesis statement and then you go and do your body paragraphs then you could type your thesis at the bottom I think doing the thesis twice is a lot of times good practice because if they don't buy the first one maybe they like the other one so type a thesis statement to body paragraphs restate your thesis at the end without looking at the original thesis now if you want to see a demo remember we have done some other sessions the Bill of Rights Institute may put a link in the chat directly to those DBQ sessions that we did so those were available here on the Bill of Rights Institute YouTube channel so with this on yes so when it comes down to it you know if you don't have time to do contextualization then the thesis will just stay there some of you are good at contextualization you know who you are and at this point you probably don't have a whole lot of time to like magically get good at it but you can work on but if you're doing it last no big deal either way right and so yeah the thesis needs to be in the first paragraph it can have some context before it but it doesn't have to the thesis point does not rely on contextualization so what I was showing you with the point system is seven points can be easily scored using three documents with no contextualization so that's something that that's why I thief estate Minh then the thesis statement is previewing your body paragraphs each body paragraph starts off with each body paragraph we'll start off with a topic sentence then you're going to use one or two documents I would recommend to use two documents in the first body paragraph one document in the second body paragraph if you've got a little time left over throw in the fourth document don't try to do POV plus just throw it in argumentatively using it as evidence so with that ah you know those are some things that I think we're going to that are going to be good now Viki if you could tell me I mean I haven't looked at whatever they did on their live practice session I didn't see that what was it about I'm kind of curious about that what they might have put out there and so if you're able to let you know if you're able to you know email me a link to that or something like that and that would be interesting to see but I'm curious as to what it was about and what that looked like so somebody can tell me that that would be that would be great okay so practice dbq's Jocelyn you can find practice dbq's we've got got a few sources there okay so I've got one DBQ that I wrote on that let's see so now remember also I want to note here that there's nothing that you gain from a conclusion okay so understand that the end of your essay restating the thesis is fine okay so where can I go for dbq's now you can go to my apush DBQ page that's that's a place where you can get you can get a DBQ also at Marco komm they do have practice exams that they've released so we have practice exams at at Marco learning if you go there there's a practice question on that you can do now also I've got a few other dbqs that will you know which the Bill of Rights Institute may have to you know hold on to the links they're on but let me go ahead and pull this up pull this up alright that I'm going to go ahead and for those of you who are live we'll just have to remember to hold on you know if the Bill of Rights Institute could hold on with links and put those into the description later because I know people are gonna be asking for that so let me go in here and I will give you a few dbq's that I've got that I've got ready okay so this one is now of course there's one that's available on my website about there's one that's available on my website and that is about the American Revolution all right so I've got one here that is about the effects of democracy okay so we've seen a causation when looking at the relative importance of different causes but this is effects of democracy DBQ it's a little bit of a curveball but I figured you should probably want to be ready for a curveball right so that is on the effects of democracy alright so there's another one that that we've got here now this is not this has not been posted publicly anywhere I think I've sent this to teachers but I made this one in cooperation with my friends at Marco learning and this one is a thematic DBQ okay so a thematic DBQ on women okay in US history so that one is another one that could conceivably be helpful to you and the last one that I've got on besides what I've already gotten what I've already shared on that I've got something here the Constitution and political change okay so that's another one that I will make that I will make available to y'all and yeah just if I friends the Bill of Rights Institute remember to keep these links so that we can put them in the description later on the Constitution and political change okay so these are some resources that I find that I find helpful okay so with that let's let's kind of get in let's see what else what else we've got here I'm so is the you know that's Emily I actually the one on Marcos website I'm not sure now we've got benefits either way if it's a hard one those help us okay think about those of you who are athletes on the more strenuous your practice it's good now should we be aiming for a certain amount of words I don't know about a certain amount of words on but but yes so Willie just to be clear just to be clear I want to make sure that no you do not need no matter what here it is you do not need a you know you do not need with that a you know conclusion a concluding paragraph okay so that's something that is you know that it that is something that is not required it's not helpful there's no like point that you get or anything like that okay so that's something that we want to make sure that we've got Vicky I'm looking at my email I'm hoping that that I'm able to get that from you at some point but at the same time I'll eventually see that so here are some things yeah so so as far as that goes on those are some things that are important and let's see so with that if we don't yeah so there's nothing here let's go over the rubric okay so if you go to my eight push a DBQ page on my website you can see my rubric and let's just kind of walk through here I have a feeling that we're going to be doing a lot of writing stuff now of course I think that you know we're gonna take writing questions in every section but I think the other review sessions they're gonna have content that's more immediately relevant so I think we're gonna have more content or in questions just remember that on these these reviews that we're doing content is typically going to get precedence but we can tie in something to do with the DBQ at any time the audience wants that because we are you know we're preparing for an exam that's only going to be a DBQ so let's just go ahead and review the rubric and I hope a lot of y'all are showing up for future sessions so we don't necessarily have to you know go over the rubric every time okay so thank you all for those of y'all that are here and I hope to see you at our other sessions that we're going to be doing remember I'm going to be broadcasting live at 6:30 p.m. tonight through Thursday Monday Tuesday Wednesday and Thursday so first of all contextualization and thisis just like any other year now one thing to note is that contextualization is just is is now one in ten points instead of one in seven so it is less than it used to be all right so that's something that's important that the weight of contextualization is now less than it used to be now thisis that is pretty important because we need a thesis in order to make a clear argument okay so as far as that as that goes as far as that goes we're looking at you know the same kind of thing but then again the value of this point is less and we've got less time which is why I'm thinking that we need to do that one at the end we need to say save it for later so to speak I'm not telling you not to do contextualization but I think also when you just write your thesis at the first at the first of your essay you're focused on that thesis and that thesis is really the key to your essay so the thesis is what everything lives and dies on really because a lot of these points are based on supporting an argument and to support an argument this is you know this is something that is necessary on in terms to get a lot of these points so accurately describes the content not of three documents but of two this is what I've always called the Isle of land point for those of you seen anchorman we don't quote but we show in our own words that we understand what that document set so if you'd be like document one sales know doo doo doo dodoo and if you understood the document you get that point now that's not how we want to do things we want our documents to be used to support arguments now the big test here is there a topic sentence okay that's something that's very important is there a topic sentence and does this evidence from the documents or beyond the documents does that support it now big game-changer here because now instead of just getting this point for having six documents that support an argument now we can get it for two documents that support an argument and then another one for four now this is one of those like points I find that when people are doing too much here when they're trying to use all five they are you know they're getting sloppy now remember we want three because we want insurance if one documents misinterpreted we want two documents there to get the points here now remember this is all about what they call positive scoring you're always graded on what you have they're not so much on what you don't have or what you mess up on and so for one or two documents this is another game-changer because what I call POV Plus with some teachers called hip hippo happy whatever you want to call it this is something that now and this is something I'm happy about instead of one point out of seven for using three of them now we have two points out of ten one-fifth of it is based on for one or two documents going into POV context audience or purpose and then here use the specific historical evidence on what is then what beyond what has found the documents and that's up to two points instead of one piece of evidence now we have two pieces of evidence that can be used here for up to two points this is a game changer now one thing is make sure that the evidence beyond the documents and the contextualization on the best way I can I can explain this I think it makes more sense now during the quarantine is social distancing okay here's the stuff that's in the documents the contextualization needs to be at least six feet away you're outside evidence needs to be at least six feet away that if it's not six feet away if it is standing right up on the document and it's not wearing a mask and it's practically breathing in its face that is going to be contextualization for the document that's POV plus it needs to be a healthy social distance away from the document so understand that if it's in the documents it's not eligible for contextualization and it's not eligible to be in your in your outside evidence so that's something that is you know that is important okay so going on going for from that yeah so a few people have noted that my link where I keep files are restricted from their school-based computer that's something that you know I'm not going to be able to do anything about it's just some school-based filters are just very very particular about what they let y'all access but I swear it's not something that's gonna you know hurt your computer or anything inappropriate or anything like that so how should we end the DBQ you just restate your thesis like if you've been writing a full paragraph conclusion there you can see that there's nothing in there now complex understanding I'm always saying especially this year don't try an anakin i've i browned okay may the force be with you alright so as far as that goes it's something that you know complex understanding is gonna be so difficult to get under these time constraints I would not recommend trying intentionally to get that point I would I would focus on those eight points that are in that middle column in what I shared with y'all okay so to me that's a that's very important um can you use it out I would consider that Chris contextualization I would consider if the evidence comes from outside of the time period I would consider that contextualization rather than outside evidence typically I would I would say that we need to do outside evidence from within the time period and that needs to be immediately relevant there okay so immediately relevant to the prompt it needs to be inside the time period so yeah I would not go outside the time period for for my specific evidence but your contextualization may go outside the time period if it's relevant remember the Magna Carta and the English Bill of Rights if the prompt is about the American Revolution the Magna Carta and the English Bill of Rights could provide some great contextualization now not necessarily outside evidence because it's going far back and it's giving contextualization as far as why the colonists feel that way so that's something there okay it looks like James you've been watching some of my you know musical projects so I need to do some more of those after it's after it's over now so the thing is Bethenny you know I think that if you're trying to get up if you're truly trying to get a 5 you probably need to try to score all 10 points on that you know I think that you know that but at the same time do it in the order that I've got on the guide that I shared with you so first we want to have a thesis statement we want to use 3 documents to support it make sure we've got our strong POV plusses and then outside evidence then go back and do your contextualization then after that you know throw in another document make sure you've got four or five documents if you have time now here's the thing what I don't want to happen Bethenny is I don't want yeah you can use the sheets yes on the sheets that I'm giving you I encourage you to print those out and write on those during the exam that is my advice but what I don't want to happen to you Bethenny is that you're trying so hard to get a 5 that you end up being sloppy because you're trying to get every point and you end up getting a 3 whereas you could have gone for 8 points and you could have gotten a solid 4 so when it comes to colleges and universities it's like a 4 and a 5 really aren't that different and a 3 and a 4 are a lot different ok now the other thing is who knows how colleges and universities are going to interpret this year's scores anyway but we're just going to try our best get the best score we can but do understand that when with my experience dealing with a lot of people this the season and watching them try these essays under time constraints I find that usually when a student's trying to use all five of the documents they end up sacrificing other points so with that ladies and gentlemen that concludes on what we've got here for tonight that we were working on contextualizing and we've also answered a lot of questions on that are going to be very relevant so tomorrow night now make sure on Instagram that you are following make sure you're following be our I students okay Bri students VR our students the is the on you know Bri students that's where you're going to get information about these webinars make sure you're following them that tomorrow our focus area is going to be the American Revolution okay so we're going to be focusing on the American Revolution tomorrow and so make sure that your questions are relevant to that time period between 1754 and 1783 all right so ladies and gentlemen with that we are going to go ahead and conclude this broadcast thank you for watching make sure you were subscribed to the Bill of Rights Institute and it's always a pleasure