AP US History Reading and Writing Workshop
This workshop introduces students to AP exam writing. The DBQ begins with three sources to scaffold the process; later workshops will build up to the full set of six documents used by the College Board. Group work provides differentiation and peer support.
AP U.S. History Reading and Writing Workshop: Colonial Foundations and Early American Society
Unit 1
Structure
Session 1 – SAQ Practice (No Documents)
Prompt:
Answer all parts of the question that follows, using your knowledge of U.S. history from 1607–1754.
a) Identify and explain ONE way the geography of the Chesapeake or New England colonies influenced their economic development.
b) Identify and explain ONE way religious beliefs shaped political or social life in the colonies.
c) Identify and explain ONE way Native American societies adapted to or resisted European colonization.
Task:
Session 2 – LEQ Practice (Rubric Aligned)
Prompt:
Evaluate the extent to which political, economic, and social developments shaped the identity of the British North American colonies in the period 1607–1754.
Rubric Alignment (6 pts):
Session 3 – DBQ Practice (Rubric Aligned)
Prompt:
Evaluate the extent to which cultural, political, and economic factors shaped colonial society in British North America from 1607 to 1754.
Documents Provided
Document 1 — John Winthrop, “A Model of Christian Charity” (1630)
“We must consider that we shall be as a city upon a hill. The eyes of all people are upon us…”
🔗 https://avalon.law.yale.edu/17th_century/winthrop.asp
Document 2 — Virginia House of Burgesses Law on Servitude (1643)
“Be it enacted that all persons imported who are not Christians in their native country shall be held to serve their master for life…”
🔗 https://encyclopediavirginia.org/entries/laws-defining-slavery-in-virginia-1662-1705/
Document 3 — Benjamin Franklin, Pennsylvania Gazette (1754), “Join, or Die” cartoon
🔗 https://www.loc.gov/resource/ppmsca.50595/
DBQ Rubric Alignment (7 pts)
Group Roles
Unit 1
Structure
- Session 1: SAQ Practice (AP Exam style, no documents)
- Session 2: LEQ Practice (rubric aligned)
- Session 3: DBQ Practice (rubric aligned, with 3 excerpts)
Session 1 – SAQ Practice (No Documents)
Prompt:
Answer all parts of the question that follows, using your knowledge of U.S. history from 1607–1754.
a) Identify and explain ONE way the geography of the Chesapeake or New England colonies influenced their economic development.
b) Identify and explain ONE way religious beliefs shaped political or social life in the colonies.
c) Identify and explain ONE way Native American societies adapted to or resisted European colonization.
Task:
- Write 2–3 sentences per part.
- Use specific names, laws, or events (e.g., Puritans, town meetings, Powhatan Confederacy).
- Share responses with peers and compare to AP scoring expectations.
Session 2 – LEQ Practice (Rubric Aligned)
Prompt:
Evaluate the extent to which political, economic, and social developments shaped the identity of the British North American colonies in the period 1607–1754.
Rubric Alignment (6 pts):
- Thesis/Claim (1)
- Contextualization (1)
- Evidence (2)
- Analysis & Reasoning (2)
- Contextualization: Situate the colonial world—mercantilism, Atlantic World, Enlightenment.
- Thesis: Formulate an argument with “extent” phrasing (e.g., “To a significant extent, economic development shaped colonial identity, but regional differences and political traditions were equally important.”).
- Evidence: Use at least three specific examples (House of Burgesses, Mayflower Compact, Navigation Acts, Bacon’s Rebellion, First Great Awakening).
- Analysis: Add nuance by considering regional variation (New England vs. Chesapeake) or counterpoints (colonial autonomy vs. imperial control).
Session 3 – DBQ Practice (Rubric Aligned)
Prompt:
Evaluate the extent to which cultural, political, and economic factors shaped colonial society in British North America from 1607 to 1754.
Documents Provided
Document 1 — John Winthrop, “A Model of Christian Charity” (1630)
“We must consider that we shall be as a city upon a hill. The eyes of all people are upon us…”
🔗 https://avalon.law.yale.edu/17th_century/winthrop.asp
Document 2 — Virginia House of Burgesses Law on Servitude (1643)
“Be it enacted that all persons imported who are not Christians in their native country shall be held to serve their master for life…”
🔗 https://encyclopediavirginia.org/entries/laws-defining-slavery-in-virginia-1662-1705/
Document 3 — Benjamin Franklin, Pennsylvania Gazette (1754), “Join, or Die” cartoon
🔗 https://www.loc.gov/resource/ppmsca.50595/
DBQ Rubric Alignment (7 pts)
- Thesis/Claim (1)
- Contextualization (1)
- Evidence from Documents (2)
- Evidence beyond Documents (1)
- Sourcing (1)
- Complexity (1)
- Document Analysis: Each student sources one excerpt (POV, purpose, audience, historical context).
- Winthrop → Religious/political ideals of New England.
- House of Burgesses Law → Economic labor systems, race-based servitude.
- Franklin Cartoon → Colonial unity in politics/military.
- Thematic Grouping:
- Religion & Identity → Winthrop
- Economy & Labor → House of Burgesses law
- Politics & Unity → Franklin cartoon
- Thesis Writing: Write a defensible argument evaluating the extent to which these factors shaped colonial society.
- Evidence Beyond Documents: Outside examples could include Mayflower Compact, Navigation Acts, First Great Awakening, Bacon’s Rebellion.
- Complexity: Consider both cohesion and diversity—colonies often united when threatened but maintained deep regional differences.
Group Roles
- Content Expert: Recalls factual evidence.
- Connector: Ties evidence to APUSH themes (POL, WXT, CUL, MIG, GEO).
- Writer: Drafts the group’s answers.
- Reviewer: Checks for historical reasoning (causation, comparison, C/COT).