AP Prep Webinar #1: Colonial America, Tom Richey

and let’s go ahead and get my webcam started well I’m glad to be here with the Bill of Rights Institute for a live webinar and what we’re gonna do here we’re gonna be broadcasting every weeknight between now and the exam and so as far as that goes let’s go ahead and start with the beginning now let me make let me be clear about our objectives here and what we’re trying to do it’s going to be nearly impossible to try to review all of the content in the nine hours that we have together so I’m going to be picking some specific content you know I’m not gonna be looking at every single key concept but I’ll be looking at some of them and then I want to take a deeper look into each one of them and part of the session of each session that we do I want to focus on some kind of skill whether that be an L EQ skill or a document analysis skill or something like that and then I you know I’m gonna take some questions so as far as that goes there may be some things that some questions that you want to ask so this is gonna be the first night and let’s see what we can put together here so I have got a PowerPoint presentation that I’m going to be showing off here now remember as well we are going to be emailing you materials you will get emails from the Bill of Rights Institute I you know and you’re gonna be getting you know basically a summary of what we’re doing here all right so as far as that goes ladies and gentlemen let’s go ahead and do session one here now my intention here I’m not going to be following the numbered periods strictly necessarily uh you know because remember that the numbered periods are never specifically mentioned on the exam but as far as this goes I’m gonna cover colonial America which aligns with the so called you know a push period one and two now we’ve got a few people raising their hand let’s see how this how this works when somebody raises their hand okay so we’re still a little bit of getting to know you on the stuff here let’s see Maddie I might be having a little bit of a problem you know with this like let’s say okay so I want to make okay so then I can put that right there okay I should be able to expand this a little bit I still want to see people have if people have questions oh my video is okay god it got it got it okay so now I am sharing the I’m sharing the video okay and Maddie just in case you’ve got you can if I’m not responsive I would say that you know if you want to send me a text that’s always an option to I’m gonna keep my phone here just in case I might kind of lose track of thee you gotta lose track of the chat okay and somebody said please take notes now remember you know when you’re taking notes I would advise you to take handwritten notes they’re much more effective than notes taken on a computer so I would urge you to get your notebook out and actually be writing things down because we type mindlessly we write mindfully all right so ladies and

gentlemen let’s go ahead and get started I think everybody can see everything you can see me you can see what I’ve got here so let’s start off with key concept 1.1 Native American cultures now since we’ve got a limited amount of time I’m always going to be directing you to other resources okay so we’ve got things that that I’ve got let’s see the sessions gonna last about an hour can people see me now my video still hasn’t started okay so let’s see I need to click all I need to click start sharing okay all right so excellent okay so my video has started now of course you’re just kind of looking at my face now it’s uh it’s not you know not really my face is not gonna be on the test but at least y’all can see me now it looks a little bit personal okay so everything good now let’s make sure I okay well I hope your dad is is an attractive person i JD thank you so much I guess alright so as far as that goes let’s start off with key concept 1.1 Native American cultures alright and so as far as that goes yes and remember everybody I’m use the chat box for quite for talking for cross talk amongst yourselves the question thing should really be four things that you want to bring directly to my attention okay so let’s make sure we’re dis state and we’re distinguishing but between the chat between students and teachers who are present and the question box which is really something that you are trying to communicate directly with me and if Maddie if you could clear that question box and then that way we can start you know we can start okay so y’all can’t see the chat box because of what what I’ve done there okay so let me let me see what what I can do here okay so let me just go ahead and put this over here all right so y’all can see the chat box now okay so now okay so I think that we’ve got everything that we need here let me make that chat box a little bit a little bit okay so thank you all for your patience here you know is we’re just kind of getting know what we’ve got here okay so we’ve got we’ve got the chat and you can see what’s going on there and let me go ahead and just make the question box a little bit a little bit smaller and the camera box and that way yes we will be making all of these things available afterwards you will be getting an email from us okay so that’s going to have also links to additional resources make sure your friends are on the email list okay make sure your friends sign up for these webinars we’ve still got room for about 270 people you know we’re gonna have more in here next week than this week so let’s go ahead and get started now that we see everything I think we’ve got everything good so key concept 1.1 Native American cultures now I will make sure that the Bill of Rights Institute has a link to this blog post that I put up some time

ago and this goes into basically a summary of a video that I created on Native American cultures that addresses key concept 1.1 and so a few things that we need to know I’m gonna put this in you know very briefly and of course you can you know look at these materials if you want a more thorough explanation and so what we see here first of all looking at this map we see that there are different culture groups of Native Americans that it’s not just one single I’ve you know group they did not share common languages or cultures you know they often fought among each other just like Europeans fall among each other and you know these Native Americans made allies with Europeans now the other thing I want to note here is we see hunting we see fishing but we also see farming there is kind of a stereotype of Native Americans you know that people think like okay you know Indians live in teepees and they ride horses and chase Buffalo now this would be the Plains Indians who subsisted largely by hunting Buffalo but there were other Indian groups that were also farming they practiced agriculture and we want to note here that the environment that they found themselves in made a difference in their cultural practices and especially their food gathering practices gender roles and stuff like that okay so as far as that as far as that goes and mady’s noted that there is a study guide there’s a blank study guide that you’re free to use provided by the Bill of Rights Institute if you want to take some notes in an organized fashion so note here that we’ve got hunting farming fishing you know in tribes are doing different things now I’ve got a graphic organizer that’s available on that blog post and in the video lecture if you want to look at the lecture from here but noting that we’ve got the Plains Indians of course we’ve got the Arctic Indians you know the in the Northeast you know we see slash and burn agriculture and what they call the three sisters now I’m gonna be talking briefly about the Columbian Exchange in a bit but the three sisters were squash corn and beans and this is a little bit different than European row agriculture and plowing your fields this agriculture was typically done by women I’ve you know you see things about gender on the AP u.s. History exam and noting that you know for Europeans for example that the men tended to work out in the fields whereas in the American Indian societies they tended to hunt and gather you know rather they tended to hunt rather while the women were the ones who planted the crops because it wasn’t as labor intensive so there was of course you know some misunderstandings between the Europeans and the Native Americans on that front now as I noted as well inter tribal warfare which you want to notice here that you know you see that there is a European

Europeans are trading of you know weapons and stuff like that and they are taking sides in these conflicts and so as far as that goes what I want to make sure that as far as a take away okay a lot of these questions especially on the multiple choice are really about you know what you’re going to be I’m you know a lot of the questions on the multiple choice are really about painting things with a broad brush okay and yes exactly and y’all are noting that some of the stuff here like key concept you know the the period one so called it’s only five percent of the test and part of the reason for this webinar is to give you a basic review also to point you to other resources and then also to kind of show you how you might tackle things on the exam all right so as far as that goes we want to know that there were diverse and conflicting cultures okay that there are diverse interactions with the environment which include agriculture that’s one thing that I’ve seen that you know they want to make sure that you understand that native societies had moved beyond simply hunting and gathering and that they did practice agriculture and so as far as that goes let’s take a quick look at key concept 1.2 and that is the Columbian Exchange and so the Columbian Exchange ladies and gentlemen now I will bring you to the attention I’m very honored to have the Bill of Rights Institute you know partnering with me for this and they’re offering these free webinars they contracted with me to do this and I’ve got a YouTube channel a lot of y’all probably already know that but the Bill of Rights Institute also has a YouTube channel and one of the one of the things that we’ve got here is you know we’ve got a video on the Columbian Exchange they’ve done several videos for a push review and Maddie will be sharing a link to their video on the Columbian Exchange in the materials that she’s going to share with you okay so make sure that you know not only do I the YouTube channel they’ve got one you can subscribe – okay so make sure that you subscribe to that Jose productions great source great guy really like Jose and he’s he’s great he is really clutch for people who are cramming okay so like next week yeah I think watching Jose productions video videos is definitely good stuff okay so the Colombian exchange what we want to note about this is that it creates a permanent relationship between Europe and the Americas and I really should I need to edit that slot I need to add Africa to that okay so it’s really this whole thing with Atlantic trade that you know Europe Africa and the Americas okay are trading things with each other and that there are products that are available in both places that you know really you know they it results in this exchange of goods the exchange of

animals the exchange of ideas and of course the exchange of diseases and so you know as far as crops now one thing you don’t want to go over an exhaustive list of the Columbian Exchange that would be a waste of time I think but what you do want to see is you want to look at a few you know a few of these things and a few of these you know items and consider maybe having two or three from the old world to the new world and maybe having two or three from the old new world to the old world okay and so as far as as far as that goes now I will tell y’all that I’m kind of getting used to this platform the irrelevant conversation is a bit distracting okay so that the chat if y’all are talking about like things that have nothing to do with AP US history I’m you know I would ask you know why are you here I’m so let’s let’s consider keeping you know just just proposing that we try to keep the chat relevant to AP US history there we go aid in George Washington okay so yeah but but it’s okay I mean we just need to get used to the software but when I see you know you’re here to review for AP US history and I’m kind of keeping one eye on the chat here and so when we have like a lot of stuff going on and I’m seeing physics and all that you’re distracting me without cause and it’s not helping you or the people who are here okay so just so just keep that in mind as far as as far as that goes let’s try to keep the chat relevant to AP US history alright really laggy okay that would be you know hopefully that’s okay so Melissa that the triangular trade is what occurs as a result of the Columbian Exchange now the Columbian Exchange is specifically going into these products so first of all bananas sugar and peaches they come from the old world to the new world and you know what’s kind of curious about this is that bananas and sugar and peaches we associate those with the new world they grow very well their bananas grow very well in Central America I’ve you know sugar grows very well in the Caribbean and peaches grow well in of course Georgia but from what I’ve heard now of course pov South Carolina right I might have some some bias here but I’ve heard that South Carolina actually grows more peaches than Georgia Georgia just takes credit for it so all of these crops come from the bananas no they’re from bananas started off in Papua New Guinea then went to Africa and see the thing is we associate bananas with the Americas and that’s part of what I’m getting at here with the Columbian Exchange is that we associate bananas with the Americas and but the thing is they didn’t come there Columbus brought that you know not necessarily Columbus himself but you know the Europeans brought bananas over

from then from the old world ok specifically from Africa so as far as that goes then you look at new world the old world tomatoes corn and of course tobacco this is the first time that you know Europeans are exposed to back tobacco which was very popular among these Indian populations then animals now you look at horses now one thing we want to note about horses we want to note how they influence the lifestyles of the Plains Indians so if we go back to what we’ve got here and my blog post in video will be linked on the materials that you’re sent out later on that if we look at our organizer here that Plains Indians they hunted Buffalo on horseback okay so they were bison hunters and because of the Columbian Exchange then we’re seeing an adaptation of the Indian lifestyle and so what’s important to note too is that their exchange is going on and that the Indians are contributing to these exchanges the Indians are not just passive I’ve you know you’ve got this narrative that the Indians are you know just perpetual victims but really there are a lot of things that the Europeans are picking up from Native Americans now did I just see a Thomas Ritchie RICC I I need to shout out to that guy okay so his name’s his name’s Tom Richie – that’s pretty awesome alright so horses are coming from Europe and that they are influencing Indian lifestyles here and so then turkeys are coming from the new world and going to the old world I’ve now the triangular trade what that’s doing is like basically during the colonial period you’ve got Europe Africa and the Americas okay so from Europe you’re getting finished goods okay this is mercantilism if any of you’ve had ap European history before now you talked about mercantilism you should talked about it in a push as well now so basically this triangular trade the way it works is that Europe produces raw materials are may never never I better okay Europe produces finished goods the colonies produce raw materials and so the colonies will produce raw materials they trade with Europe in return for manufactured goods Europe brings manufactured goods to Africa where they trade for slaves and then slaves were traded with the new world and where they were put on plantations mostly in Central and South America with the sugar economy but at the same time also in North America and in the future United States and so another thing that spreading is diseases now this list is much longer on the PowerPoint that I’ve got I’ve got it animated just tons of diseases that the Indians had never experienced before and this is something that you know the the

diseases took out a lot of Native Americans you know it’s not like the Europeans necessarily meant to kind of like in the Vietnam War you know the Agent Orange wasn’t used in order to create birth defects the Agent Orange was used in order to get rid of the jungle that Charlie was running into but it ended up indirectly causing birth defects now there are some diseases of a handful of diseases that are coming from the new world to the old world the most notable being syphilis which is you know not a pleasant illness to have especially then before antibiotics and so as far as as far as that goes let’s move on to key concept 2.1 I’ve European colonizers all right so let’s see here okay it looks like the chat has been cleared there all right well good all right so remember if you’ve got a question um yes remember ladies and gentlemen I know we’ve got people coming and going and that sort of thing but remember that the Bill of Rights Institute is going to send you something after every webinar with some links to useful information that you can use okay so the Bill of Rights Institute is taking care of you alright so as far as that yes the okay excellent yeah the powerpoints will be emailed and all that all right so diseases from the new world it’s just a handful it smoked most of the diseases are coming from Europe to the you know the old world to the new world okay and that’s wiping out a lot of Indian populations now when we look at key concept 2.1 now remember this is not intended to be fully comprehensive but to focus on some things that are going to help you prepare for the exam remember to stay hydrated remember stay active stay hydrated keep yourself you know in a healthy in a healthy pattern okay all right so as far as far as all of that stuff let’s look at the European colonizers now the European colonizers are do you need to know hydration for the exam Marco you need to know hydration so that you’re ready for the exam I mean your brain needs water so I would say yes I mean I’m helping you with the exam I’m helping you with life okay you don’t want to get sick and all that kind of stuff yeah so you want to make sure that you stay a lot very good you can’t take you can’t take the exam if you’re not in good if you’re not in good health all right so as far as that goes ladies and gentlemen stay alive Marco I think that should be that should be a trending hashtag on Twitter or something like that stay alive Marco so ladies and gentlemen let’s see you know at Tom Ritchie on Twitter if y’all want to you know if you want to get in touch with me also the Bill of Rights Institute is on Twitter as well so make sure to follow them for updates and I’m sure they’re gonna be tweeting some of these study guides let me make sure that I’ve got the Bill of Rights Institute’s Twitter

handle I’m correct and let’s see let me just and of course Maddie can post that that as well but you want to make sure that you’re following the Bill of Rights Institute be our Institute okay so if you want to follow the Bill of Rights Institute on Twitter the app be our Institute okay uh you know and if you want to follow me just at Tom Ritchie on Twitter so yes excellent be our Institute and they’ll be tweeting some things that’ll be useful for you so I would recommend following the Bill of Rights Institute all right so let’s look at the European colonizers and what we need to do here is we need to we need to think about yeah you should know the income Enda there’s really nothing on this graphic organizer that will not be useful for you in comparing things now one thing I want to make clear is that for the multiple choice it’s largely on based on the concept outline now the multiple choice only makes up 40% of your exam and so 60% of your exam is based on things that you generate okay so 60% of the exam is that they’re asking you general questions and you construct the evidence so you know the encomienda is something that would be very very good for you know being able to compare the Spanish with somebody else okay so don’t think in terms of so much that do I need to know this but would this be helpful for you know writing an essay okay because most of your most of your exam is based on constructed responses alright so as far as as far as that sort of thing oh okay you know that may not yeah yeah I’m gonna get okay so let me let me let me get gonna get in here okay so as far as this goes what I’m gonna do here and I’ve got a video on each of these okay so if you go to my youtube channel there are videos that cover each of these individually so depending on what you want to do I mean some of y’all if you’re trying to make a three watching these webinars may you know may help you get to that but if you’re trying to make a five you want to go investigate some other sources that we’re gonna make available to you so as far as the European colonizers first of all we want to we want to consider thank you so much Melissa thank you so much I’m yes okay so take away from this well here’s the thing Justin as far as that goes I’m good luck with that if you’re riding a leq okay now if you’re doing the multiple-choice but but the thing is if you only know that they’re different then you may not you you’re not gonna get leq points or anything like that okay now my youtube channel just my name Tom Ritchie if you yeah if you if you type that in if you just type in Tom Ritchie on YouTube you can find my channel remember the Bill of Rights Institute also has a YouTube channel that you should subscribe to as well now

when we look at the Spanish okay so for example we don’t want to just know that the Spanish were different than the French the Dutch in the English we want to know that the Spanish were Catholic I’m that the Spanish I’m connected you know they they attracted conquistadors and priests and they their settlements were missions now they sent few colonists okay they sent few colonists and so as far as that I you know they’ve got and they’re engaging in evangelism now evangelism I’ve you know some areas of the country are more religious than others if you’re from the south like me you should know what evangelism is evangelism is when you’re trying to spread your religion and typically in American history in the context of Christianity that there is an organized program now let me make sure that I’m being clear here because we don’t want to get in like overthinking things what I’m noting about the Spanish is that there is an organized program of evangelism that is sponsored by the government that that is a major cause here for Spanish colonization so God glory and gold per se and so they they’re trying to evangelize and I tend to use you know General Patton General Patton said lead me follow me or get out of my way and so the colonists you know the colonizers all had different ways of dealing with this so the Spanish they wanted the Indians to follow them they wanted the Indians to learn their language they wanted the Indians to work for them and so the French are going to view this in a different way as far as that as far as that goes the French who are settling in Canada the Mississippi River Louisiana now like the Spanish they’re also Catholic and this is you know you could say basically slaves you know would be would be a decent description of the end comiendo I’m and so as far as that the French like the Spanish are I’ve you know are Catholic now remember synthesis is not necessarily a requirement anymore but it’s still something you can do if you want now the French also sent priests because they are evangelizing like the Spanish and they’re also sending fur traders okay so their primary economic activity rather than conquest and forced labor in the encomienda the French are you know trading furs and so then as you you know as you go here let’s see we’ve got the the Dutch and the Dutch were Protestant their fur traders like the French so when you see here the Dutch are fur trading like the French they’re Protestant unlike the French and the Spanish and then when we see here what the French and Spanish have in common they’re both sending few colonists the Dutch I’m putting some here the Dutch are actually sending some families and that sort of thing I’m you know and now remember you never know what’s going to happen on the test okay you don’t need to know really super specific things but I think it’s good to know that the Dutch were colonizing New Netherland which is present-day New York there is a lot I’m

seeing a lot of questions like what are the odds this is going to be tested that’s going to be tested what we need to remember is that there isn’t we don’t actually know what’s going to be tested okay so when it comes down to it you really need to be ready for anything and you need to think a little bit beyond the bare minimum and so then you’ve got the English now the English I’m you know our Protestant like the Dutch and notice that there’s a relationship here so you’ll get relationships in comparison that sort of thing the Dutch in English are Protestant now when I say there there was no evangelism I’m not saying that there wasn’t a single English or Dutch missionary or something like that but what I am saying is that colonizing is you know evangelizing is not a central goal here okay so that’s the thing that the French and the Spanish have organized programmes of evangelism sponsored by their governments whereas the Dutch in the English it’s not as big of a yacht it’s not as big of a deal to them okay so the English are different now I need to put here towns and farms I don’t know why this disappeared I’ll fix that in the version that gets sent to y’all okay I’m so Maddie I’ll fix that right after these sessions over and send you a fresh copy all right so the thing is I see it the Dutch the English your Protestants not also the French and the Dutch when you look here the French and the Dutch both have this lead me mindset that they are they’re following the lead of the Indians not necessarily because they’re better people than the Spanish in English but they’ve got a money-making operation you know when it comes down to it some people make money on a completely up-and-up moral level some people have other labor systems you know and other ways to make money that aren’t so reputable on but the Dutch and the French both trading which means that when you trade with someone you have to have an equal relationship now you do want to know that the French had the best relationship with the Indians okay because the French were concerned about business they were also concerned about the souls of these Indians and they would they would go to native villages their priest instead of setting up missions like the Spanish the French priest would go and they would live among the Indians and so that’s important here to note that the French and the Dutch are having more of a trade relationship that’s based on reciprocal exchanges rather than dominance like the Spanish system and one thing to think about Bartolome de las casas was a spanish critic okay he was a priest and he was a critic of Spanish colonization you might want to make a little note about him Bartolome de las casas okay and he was critical of Spanish colonization and one thing about his POV if you ever run into de las casas what we have to remember is that he’s you

know I’m sure it’s not like he’s lying or something like that but when you read what he wrote it’s very very vivid very you know a lot of a lot of historians say that you know there’s there’s a little bit of exaggeration here perhaps he may not have seen all of this stuff some of this stuff is probably stories that he’s heard but his objective his purpose is to you know is to get the Spanish to change colonial policy so if your purpose is to get the Spanish to change colonial policy then you are going to portray current colonial policy to encomienda in the worst possible light okay yes that basically Kayle he is siding with the Indians now why is this because when the Spanish are mistreating these caught these Indians it’s making it harder for de las casas to do his job to evangelize and so you know this is the thing that when you look at the Spanish different Spanish colonists have different goals the priests are there to evangelize and mean all the you know the ugly conquistadors are not there to evangelize they’re there to profit okay so so as far as that yes he wanted to change the Spanish colonial policy so make sure you understand that when a you see a document you want to look at it in terms of objective now here’s the thing that you know as far as Ellie cues Ellie cues can be asked in you know in a variety of different ways okay so this is okay let me let me see what I can do here let me see if I can share my screen okay so I’m gonna go ahead and share my screen here so that I can kind of work in front of you there I’ve you know make sure yeah follow me on Twitter that was a fortuitous thing there all right now Mady if there’s a problem let me let me know just send me a text if there’s a problem seeing my screen but what I want to do here is I want to demo on how we would tackle an leq you know comparing calling up for comparing European colonizers okay so as far as the leq format here let’s see I did not put that put that in here but let me go ahead alright so as far as this far as this goes alright so we’re going to put up an le Q prompt and this le Q prompt remember can be in comparison causation or continuity and change over time okay so you know an a push le Q prompt and this is this is a comparison prompt alright now one thing we want to note is that my rubric if you type in a push leq rubric or if you google that you’re going to see my rubric for the a push le q and we’ve also you know I’ve also got that that I can share with you and the resources okay so the le Q’s will all be scored on the same rubric but they are going to you know have different skills

that they address so as far as as far as comparison here on the prompt could look something like this okay and who’d do this let’s see so evaluate the extent to which the Spanish and French colonists were different from each other okay so something like this evaluate the extent to which Spanish and French colonists were different from each other and so then as far as what we would do here I’ve got a prewriting setup that I recommend I’ve got a video well I don’t have a video on the a.push leq which I need to make one but I’ve got you know my riding clinic on my website if you want information about that now what I do is I’ve got a prewriting format for Ellie Q’s that I recommend to my students and my clients that tends to be helpful okay so what I do here is I draw a box and this box here what we’re doing we’re setting up because we want to do things we want to show differences but we also want to show similarities so I want y’all to draw this box on your paper or bring it up on your computer screen or whatever you prefer to do and so you’ve got a box for what is unique to the Spanish you’ve got a box for what is unique to the French and then you’ve got a box for what is common to both the Spanish and the French and so as far as that goes think about what we just discussed and I’ll go ahead and put the graphic organizer up here so that you cannot you know so that you can look at the Spanish and the French the French colonists let me make sure here that everything is let’s look at the chat here let’s see so I think that everybody’s everybody’s looking at that okay so as far as that goes now Ann leq could be a five paragraph essay but typically like a four you know you could do five paragraphs but now your fifth paragraph would just need to be restating your thesis but the thing is let’s work on getting this pre written here okay so you’ve got your boxes here and I want you to make a couple of comparisons here what was different about the Spanish and the French and then what was the same now what was common both does not have to be especially profound okay so take a moment and let’s actually let’s actually engage the chat here okay so as far as that goes if y’all cannot you know what are y’all what are y’all doing okay so what are y’all doing what are y’all coming up with okay so what are y’all coming up with okay so the Spain okay oh very good okay so basically if we want to go to something in common they are both Catholic okay so they are both Catholic and evangelizing right okay so they are

both evangelizing Indians okay so they are Catholic and they’re evangelizing Indians on the Spanish of course they are conquering on they are conquering you know and we can think about the word conquistadors okay so conquistadors I’m and just make sure yes so you’ve got you’ve got the conquistadors the conquerors and then you’ve also got the the missions and the encomienda okay so missions in comiendo okay and so as far as that goes then we would go to the French and we note that the French had a friendly now this is one thing be friendly French right okay so the French were friendly with Indians fur trade okay and so then also so they’re friendly with the Indians the fur trade now there was also you know some intentional in her marriage and stuff like that but they have this friendly relationship now you’ve got their Catholic they’re evangelizing Indians also they had few colonists okay so if we look at the Spanish and the French the way we contrast them with the English in the Dutch is that they sent less colonists than the English in the Dutch and so we see that and then we we see let’s see here okay so then we you know that’s that’s we’ve got there now we’ve got a few things here now we could mention uh you know Bartolome de las casas now anything you know go ahead and put it here okay so Bartolome de las casas so you could mention him and that would be a very strong source to mention we could also mention Jesuits okay you know Jesuits lived among natives okay they lived among natives learn and learned languages okay so whereas the Spanish did not learn the native lei they tried to get the natives to learn the Spanish language and so what I’ve done here is I’ve set up an L EQ that even brings out some of that you know complex understanding okay so this is the type of prewriting setup I recommend for any leq and I’ll show y’all on other broadcast how to do this for causation and continuity and change over time as well but make sure that you are presenting arguments and also mentioning specific evidence and stuff like that okay and now if somebody wanted to go even beyond that you could perhaps get that complex understanding point by going the synthesis route you know if your teachers a fan of synthesis and has taught that you might you could write a paragraph about the Dutch in the English but I typically think that the best way to get complex understanding on the leq is to go here okay is to is to do the similarities okay so let me show you as far as this goes um let’s see Maddie I

might need a little bit of a little bit of advice here let’s see okay I do actually okay so stop sharing okay I think that I’m good there okay so we’ve stopped sharing the screen and what I want to share is my is my rubric so we’re gonna take a look at the a.push leq rubric um and so as far as that goes now contextualization you know we could say something here about the you know contextualization you bring in things that are going to like good background information now what is something that we’ve already talked about that could be that we’ve talked about in this session that could be good contextualization for an essay about french and spanish colonization excellent Daniel that colud the Columbia exchange now de las casas could be used what you could do what you could do yes in Carolina current Pope is the first Jesuit ever to be elected Pope I’m so that’s that’s good to know you could bring in the triangular trade you could bring in the Columbian Exchange you could you know right about now de las casas I might be more prone to use him as like outside information or something like that but yes okay now yes tianhui we’ve just been talking about competing European powers on air non Cortes would be great you know he’d be a good piece of evidence so excellent so contextualization which doesn’t have to be in the first paragraph but we would the readers generally expect it to be in the first paragraph and so since the reader is expecting contextualization to be in the first paragraph then you want to make sure to that now yeah you could possibly go into the age of exploration or something like that so there’s definitely more than one way to skin a cat yes but yes contextualization I think the Columbian Exchange and noting like the discovery of the new world and remembering to put in some details so you know that they exchange different things here you know mention some of the things like potatoes and tomatoes and horses and cattle and diseases very good the 3G is very good okay so let’s move on from that and then you would go into your thesis okay so for writing a thesis now here’s what I love about my prewriting format okay because the way that this pre writing format works I’m planning more quickly okay so here’s the thing if we talk about planning now this is an investment okay what you want to think about is prewriting as an investment and it win vest something I’ve got to be willing to give up something okay and so what I’m gonna do is I’m gonna give up a little time but I’m gonna make it more efficient here okay so as far as this you know specific tribes just depending but you don’t really are not really required to know like specific stuff now as far as that goes let’s go ahead and share my screen again and I’ll construct a thesis for you okay so let’s go ahead and let me show you somebody asked how can we make this efficient okay so as far as this goes what I would do here is in order to do a thesis for this prompt

I’ve got everything there okay that I’ve got all of this stuff here and so what I’m gonna do is I’m going to you know I’m going to show you how I would frame a thesis using what using what I’ve got here okay all right so as far as this goes evaluate the extent to which the Spanish and French colonists were different from each other and let me go ahead and put that there so we can see you know we all want to see we want to make sure that when we’re writing our thesis that we’re looking at the prompt we don’t want to write the thesis without looking at the prompt okay so let’s make sure that the prompt is always in front of us when we’re doing this so evaluate the extent to which the Spanish and French colonists were different from each other okay and so what I’m gonna note here is and hydrate remember especially if you’re doing nine live webinars over two weeks alright so the Spanish and the French so what I would note here I could say here although the Spanish and the French were both Catholic and evangelized evangelized Indians now remember there is a common like misconception that the word like Indian is offensive in the academic community it’s kind of like if you use black or african-american you know either one of them can be used in academic writing and it’s not offensive to use one rather than the other so if somebody uses the word Native American or uses the word American Indians or natives or Indians nobody’s going to be offended by that you know if you read some scholarly works you’re going to find these words in there so I just want to make that clear that you’re not causing any offense in academic communities if you use the word Indian so I want to make sure people understand that that’s kind of a misconception you know in historical writing so all those the Spanish and the French were both Catholic and they as Indians the Spanish you know the Spanish salt to make money from Indian treasure and labor while the French the French I’ve engaged in the had friendlier relations because of the fur trade okay and so what I’ve done here now what’s really necessary here in order to get a point for the thesis that this is really I’m setting up complex understanding here okay so the thing is this is a great thesis this is complex understanding okay so that is the final

point in the AP in a push leq rubric okay so if I want a complex understanding thesis I want to make sure that I do similarities and differences okay so my thesis should be setting up an essay that is going to get into similarities and differences okay so so similarities and differences that’s what we’re taking as far as complex understanding if you’re trying to get to that point now as far as this goes though we could do a differences only okay so this is basically you know not complex okay so adequate okay so if we’re just trying to get that point we could just note here that a difference a key difference between the Spanish and the French okay now note here I’m not using for a thesis okay so basically differences only not complex okay you’re not trying to get the complex point you’re just trying to get in there and get the thesis point and make your general arguments here so this would be an adequate thesis now note I’m not gonna mention Bartolome de las casas or the encomienda I’m previewing my points not my evidence I’m presenting a line of reason so basically what I would do here is I would write a paragraph about the Spanish then I would write a paragraph about the French now if I’m doing complex understanding then these are my body paragraphs so by doing this prewriting format somebody’s asking me how can I do this efficiently and quickly that this is saving you time because this is setting up your thesis statement and also setting up your body paragraphs and so that’s going to help you in terms of comparing and when somebody’s like oh all I’ve got to know is somebody said earlier oh oh I’ve got to know is that they were different good luck with that okay that’s not going to be sufficient for you to present evidence because on the leq you are going to have to have to present specific evidence in order to you know in order to get those evidence points so just to make sure that we know that you know that we’re clear on that that if we go in you know into the a.push DBQ rubric okay and so as far as that goes yes and some of y’all have like thesis formats that your teachers have shared with you and that’s awesome so you know first paragraph contextualization and thesis now evidence and support for argument for the first point you need like two examples and they can be anywhere they can be two examples for the spanish now remember it can’t just be drive-by you can’t just say Bartolome de las casas he was a priest that’s not gonna get you there what you have to note here is that Bartolome de las casas you know was a priest who you know

protest you know he wrote against the spanish encomienda in an effort to change spanish colonial policy all right now and as far as that you know you don’t want to just read yeah you do want to use the language of the prompt in some way as well thank you so much glad y’all are helping each other on in addition to getting help for me now the second evidence point you are supporting an argument so the evidence is being used like for the first evidence point it just has to be relevant to the prompt for the second evidence point the evidence needs to support the argument and you know you you need so needs support the argument also there is kind of unofficially I think on a lot of these essays especially on more accessible topics there’s going to be a greater volume requirement so if you’re trying to get the evidence and support for argument point I would urge you to have two pieces of evidence to support each point all right and so as far as that goes then finally on the historical reasoning if you’re comparing this should be a pretty easy point to get because if you’re comparing the French and the Spanish then you’re gonna get that complex understanding that’s what the best way to get that on the leq if it’s comparison is to I do the similarities and differences okay that’s the thing that’s gonna get you complex understanding on the leq now finally I want to I want to just take a quick look now there are all kinds of videos about this you know about the 13 colonies this is something that y’all should be you know pretty well-versed on so I’m just gonna bring it to your attention and that we want to just like we’ve compared and contrasted the European colonizers we also want to compare and contrast the 13 colonies okay and knowing a few key people know now you don’t have to know the names of all 13 colonies okay and I probably went a little extra with southern colonies with me being from the South though but the main thing here is you want to see like how is New England different okay John Winthrop very good and of course Roger Williams and Anne Hutchinson and overcoming the whole myth you know how we were in elementary school and they taught us that the Puritans you know came to you know the Puritans went to the you know New England for religious freedom not so much okay so as far as that goes you know they’re you know New England is about commerce okay and not in the sense that you know you’re going for commerce and then for religious freedom whereas the middle colonies in the southern colonies are engaged in agriculture and so you’ve got commerce fishing shipbuilding timber and distilling Ron versus crops now what we need to know is well is distinguishing cash crop and main staple crops in the middle colonies wheat and corn versus cash crops in the southern colonies okay now the other thing here is period as a think about periodization we need to remember that tobacco rice indigo these are colonial cash crops cotton is not a cash crop until the antebellum period

okay um okay New England engaged in commerce they didn’t engage in like agricultural production beyond subsistence okay so you know basically there were farmers in New England but they’re farming more for subsistence than they are to raise crops for export okay I’m and so stuff like that all right so tobacco due to John Rolfe not John John Smith but yes John Rolfe was Pocahontas his husband and I’ve got videos on New England and on the southern colonies that you’re welcome to look at as well but yes the middle colonies being the breadbasket yes Kaylee what we need to know is that the cotton gin had not been invented yet so if you get a multiple choice question about you know cash crops in colonial America or the southern colonies they might try to put a distractor on there that brings up cotton and you need to know that cotton agriculture is not coming around until the antebellum period the antebellum period is 1820 to 1860 the period between the Missouri Compromise in the Civil War but yes tobacco is your big colonial cash crop and so then remember the approach to religion okay whereas in New England they tend to be very fanatical like they’re very very religious that is the reason for this and that’s where even Roger Williams and Anne Hutchinson are you know we’re being kicked out of their the middle colonies tend to be tolerant William Penn and the Quakers you might want to know about the Quakers and how the Quakers tended to be religiously tolerant and in the southern colonies which you know because of the Great Awakenings you know in the legacy that the south is the most religious part of the country today but during the colony the time of the colonies not so much okay so as far as that Bill of Rights Institute is given me my five-minute warning so let me take a look at some of these questions here okay should the thesis be one sentence the thesis may be one sentence or two sentences now if the two a two sentence thesis they need to be concurrent citizens they need to be concurrent sentences they need to be one right after the other and it needs to be clear that this is a two-pronged thesis so it’s not like I’m gonna be able to get a set it’s here and pair it with a sentence a couple sentence later it has to be together okay and so let’s see let’s see when you have a question like that similarities and differences or one want to pick one topic similarities I’m not sure what that means there okay to what extent okay so do we need to specifically answer to what extent now when it comes down to it if you show the similarities and differences you have answer to what extent okay so when we think about evaluate the extent to which what we’re doing is now it is good if you go into like okay they were a lot different or they really weren’t that different okay so if you’re going for a

complex essay you might note that there were major differences in the French and the Spanish colonies or something like that I’m but at the same time as long as you are noting that they were similar in these ways and they were different in these ways then there you go now then remember that you know a bare minimum thesis as long as it is noting similarities or differences you should be you should be fine there okay so let’s see now a three sis Ryan I am a big fan of the three SACEUR like the DBQ okay the dbqs I like to put the documents into three groups and I like to go this is paragraph one this paragraph two this paragraph three now for an leq I wouldn’t necessarily go the three sister out because it’s more about take this and compare it to this and so it kind of in a way I guess if you’re going for complex understanding you’ve got the three sis in the sense that here’s what defines the Spanish here’s what defines the French and here is what defines you know what defines both okay so that is you know going along with three things but if you’re not going for complex understanding you can really write a you know an introductory paragraph a to Bott you write two body paragraphs and then you can um go from you know you can write basically restate your thesis okay as far as that now are we going to go over content or mostly test strategies where this is really about both what you have to remember about the a.push exam is it’s not just a content test um you can know all kinds of stuff but if you don’t know how to take the test or write the essays then that could be an issue so what I’m gonna do here on these webinars is I’m going to be reviewing content but there’s always going to be some kind of application Melissa I’m glad you’re finding it helpful so I’m trying to walk a line between putting good content in front of you and then showing you how to use that because I think that a lot of students what they struggle with is how to put that you know is how to put that together and so as far as that goes and of course I’ve got content information in my videos too the Bill of Rights Institute has their stuff as well remember crash course now of course POV me because I kind of compete with crash course crash course is not that they don’t have the obligation to prepare you for an exam like they’re the the point of those videos is exclusively for views and ad revenue whereas my videos do I want views and revenue yes I do want views in revenue okay so when I recommend my channel you’ve got to keep that in mind but you also have to remember that if you’re looking at my videos Joe’s videos you know Joe’s productions we teach this course and we’re making these videos for the purpose of preparing people and so as far as that as far as that stuff there

all right and so okay thank you I’m Marty I’m so glad that I’m able to help teachers as well okay so as far as that goes ladies and gentlemen um you know I think that this is coming to a close and I’m going to turn it back over to Maddy who will you know who may have a couple quick remarks but remember that she’s going to be you know she’s going to be sending some stuff out to you and the Bill of Rights Institute has plenty of stuff there also if you perhaps you know want to visit and this is on our webinar page but Tom Richie’s net slash a push you’re already on the Bill of Rights email list you know that’ll put you on the email list for other broadcasts that I’ll be doing next week in addition to these okay so as far as that goes Maddie do you have anything to add yeah thank you so much Tom that was super helpful so a lot of you guys have been asking about the study guide so that was available blank for you to access and to fill out and help you help you during the webinar now tomorrow in the email we’re going to be providing you with some extra resources as well as some of the resources that Tom has so graciously provided on an mention that will be included in that email so make sure that you’re checking your emails and also we are going to have another webinar on the second period tomorrow night at 6:30 Eastern Time so the same exact time as tonight we’re going to go ahead and move on through history and it’ll be the same exact format so if you have any questions you can email me my email is M Howard at Bill of Rights Institute dot-com our Bill of Rights Institute org I’m writing it out now that Borg