Regents Short-Essay Question

Regents SEQ

Essential Question (Aim)

How can I demonstrate my ability to analyze primary sources and construct a historical argument using evidence?

Domain Vocabulary

Short-Essay Question (SEQ): A writing task that requires you to answer a prompt using evidence from historical documents.

Historical Context: The events, people, and ideas that surround a historical event, the "bigger picture."

Evidence: Specific facts, details, or quotes from a source used to support an argument.

Argument: A claim or main point that is supported by evidence.

Sourcing: Identifying the author, purpose, and point of view of a source.

Part 1: Do Now - Deconstructing the Prompt (5 minutes)

Directions: This entire lesson is an assessment to show the historical thinking skills you have learned. Before you begin, you must have a clear plan. Read the Short-Essay Question Prompt in the box below. Do not read the documents yet.

1. This short-essay question has two components (describing the historical context surrounding these two documents and analyzing and explaining how audience, or purpose, or bias, or point of view affects the use of Document 2 as a reliable source of evidence).

2. The description of historical context of both documents may focus on immediate or long-term circumstances or on immediate or long-term effects.

3. The discussion of reliability must focus on Document 2, although information from Document 1 may be included in the discussion.

4. The analysis of reliability of Document 2 may be considered from any perspective as long as it is supported by relevant information.

Your Task:

What specific information will you need to look for in the documents, and what information will you need to recall from our previous lessons to answer both parts of the prompt successfully?

Part 2: Short-Essay Question Task (25 minutes)

Document 1

Thomas Whately served as Great Britain's Secretary to the Treasury from 1763-1-765 under Prime Minister George Grenville and was the primary author of the Stamp Act.

The Revenue that may be raised by the Duties which have been already, or by these if they should be hereafter imposed, are all equally applied by Parliament, towards defraying [paying the necessary Expenses of defending, protecting, and securing, the British Colonies and Plantations in America.... They have indeed their own civil Governments besides to support; but Great Britain has her civil Government too; she has also a large Peace Establishment to maintain; and the national Debt, tho' so great a Part, and that the heaviest Part of it has been incurred [assumed] by a War undertaken for the Protection of the Colonies, lies solely still upon her.

Source: Thomas Whately, The Regulations Lately Made Concerning the Colonies, and the Taxes Imposed Upon Them, Considered, January 1765 (adapted)

Document 2

The Stamp Act Congress met to discuss colonists' concerns about British taxation.

. . . I. That his Majesty's Subjects in these Colonies, owe the same Allegiance to the Crown of Great-Britain, that is owing from his Subjects born within the Realm, and all due Subordination to that August [noble] Body the Parliament of Great-Britain.

II. That his Majesty's Liege [obligated] Subjects in these Colonies, are entitled to all the inherent Rights and Liberties of his Natural born Subjects, within the Kingdom of Great-Britain.

III. That it is inseparably essential to the Freedom of a People, and the undoubted Right of Englishmen, that no Taxes be imposed on them, but with their own Consent, given personally, or by their Representatives.

IV. That the People of these Colonies are not, and from their local Circumstances cannot be, Represented in the House of Commons in Great-Britain.

V. That the only Representatives of the People of these Colonies, are Persons chosen therein by themselves, and that no Taxes ever have been, or can be Constitutionally imposed on them, but by their respective Legislature. . . .

XIII. That it is the Right of the British Subjects in these Colonies, to Petition the King, or either House of Parliament. . . .

Source: Declaration of Rights and Grievances, Stamp Act Congress, October 19, 1765 (adapted)

Part 3: Exit Ticket - Reflecting on the Process (5 minutes)

Prompt: What did you find to be the most challenging part of completing this essay, and why? What specific skill (like providing historical context, finding evidence, or explaining the documents) do you feel most confident about after today's work? Describe one strategy you used today that you plan to use again.