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Chapter 5 LEP Boot Camp

Rationale: In order to facilitate efficient comprehension of the LEP, we will be doing an “LEP Boot Camp” this week. This should help you manage the LEP better, take better notes, find the main idea easier, succeed on the reading quizzes, improve on the tests and ultimately pass the AP US History exam.

Directions:

 For each “Green Section” (green sections are the sub-sections under each blue section) do the following: o Read the Sub-Title and the associated Main Idea Question: Think about 1)how the title relates to the Main Idea Question 2) what the question is asking 3)what the form of the answer will be 4)what kind of information should you be looking for and 5)what you think the answer will be (remember to be flexible about your correctness). o Read the Section: Read the section with all of the above in mind. Don’t take notes while you go. Read for comprehension and try to answer the Main Idea Question in your head. o Generate a Rank Ordered Vocabulary List: List Specific Factual Information (SFI) in order of most to least important (you can leave off the stuff that’s not critically important). Remember that SFI can be people, documents, dates, historical vocabulary, etc… To find out what should be on the list think about the following questions. 1) Which SFI best helps you answer the Main Idea Question? 2) Which SFI is essential for answering the question versus which is nice detail? o Define Your Vocabulary Words: Make sure to clearly say what it is and why its significant o Write a Main Idea Statement: Answer the Main Idea Question in one complete sentence that restates the question and completely answers it.

 For each “Blue Section” (these are the sections that contain all the green sections) o Write a paragraph that answers the Blue Section Main Idea Question. o Make sure that your paragraph has the following or it will be incomplete. . It should start with a Thesis Statement or Topic Sentence (TS) that restates the question and completely answers it. . It should have at least 3-4 supporting sentences with important SFI from each sub- section. . It should have Interpretive Commentary (IC). This is YOU showing how the SFI helps answer the question. . It should have a Clincher Sentence (CS). This should restate the TS and NOT introduce new information, SFI or topics. It should be an intelligent restating of the Main Idea in your own words that shows that you “get it”.

Assessment & Grading

 This will be a graded assignment. It will count for the equivalent number of reading quizzes (or more depending on what Pate and Thompson think). Do your best and remember that you can read the LEP and improve your reading level. You CAN read at a college level and we are here to help you. Good luck!

Chapter 5 Optional Thesis Practice & Guided Reading Questions

1. How did the successful waging of the Seven Years War ultimately lead to revolution in the 13 American colonies? (OR: How and why did a resistance movement, dedicated to protecting the colonists’ rights as Englishmen, end by proclaiming American independence instead?)

1.1. What factors led to and what repercussions resulted from British efforts to reform relationships with American colonies? 1.1.1. How did King George’s and the earl of Bute’s fears lead to the rise of George Grenville? 1.1.2. How were Grenville’s policies toward the colonies both more coercive than preceding actions, but less harsh than most modern Americans would presume? 1.1.3. What reactions did Pontiac’s War provoke in both the colonies and Britain? 1.1.4. How did colonists react to the Sugar Act and how did the act lead to a war on smugglers? 1.1.5. How did the Currency and Quartering Acts increase tensions between the colonists and Britain? 1.1.6. What was the rationale for Britain’s Stamp Act and why did it mark a drastic change in colony policy?

1.2. How did the Stamp Act Crisis transform patterns of resistance in the colonies? 1.2.1. What role did the play in the nullification of the Stamp Act? 1.2.2. How did Britain legislate the end of the crisis and why did this cause misunderstanding between Britain and the colonies?

1.3. How did the Townshend crisis ultimately make imperial harmony impossible? 1.3.1. What was the purpose of the Townshend plan and how did it propose to accomplish its goals? 1.3.2. What role did the Circular Letter, the sloop Liberty, and non-importation agreements play in colonial resistance to the Townshend program? 1.3.3. How did British attempts at military coercion in actually lead to wider colonial dissent against British policies? 1.3.4. How did the Wilkite movement compound colonial concerns about British attempts to limit liberty? 1.3.5. How could the be seen as a product of escalating tension and violence in colonial America? 1.3.6. How did Lord North’s plan of partial repeal lead to the collapse of unified colonial resistance to the Townshend duties? 1.3.7. How did the maintenance of the tea duty and the bring Britain to a political precipice in its colonial policies?

1.4. How could rural discontent, regulator movements, antislavery & women’s support affect the development of resistance in the colonies? (OR: Why did colonial resistance create a “contagion of liberty” in the American colonies?) 1.4.1. How and to what extent did the feudal revival of manorial charters fuel rural discontent? 1.4.2. ***** SUPER IMPORTANT***** How was the in both North and South Carolina an expression of independence and how did it exacerbate tensions between the coastal and backcountry regions? 1.4.3. How did the “liberty” movement affect both attitudes about slavery and the role of women?

1.5. How did the Tea Act and ensuing responses by both colonists and the British create an imperial crisis? 1.5.1. Why did the Tea Act, which benefited colonial pocketbooks and the East India Company, provoke the Bostonians to destroy hundreds of chests of tea? 1.5.2. Though thoughtfully crafted to specifically punish , why did the Coercive Acts taken with the Quebec Act provoke colonial anger toward and suspicion of British colonial policy? 1.5.3. How did the explosive radicalization of in the wake of the Intolerable Acts create an untenable situation for General Gage? 1.5.4. What did the First Continental Congress propose and how did the delegates see themselves within a broader ? (Were they revolutionary?) 1.5.5. How did Lord North in England both attempt to end the colonial crisis with force and diplomacy and why was he unsuccessful?

1.6. Why is it appropriate to describe the first two years of the war as an “improvised war”? 1.6.1. Unlike the First Continental Congress, how and why did the Second Continental Congress act more like a government than an organizer of protests? (additionally know Olive Branch Petition, Bunker Hill, & ) 1.6.2. What events during 1775 led to the solidification of colonial control of the 13 American colonies? 1.6.3. How did and British actions ultimately lead to a declaration of independence by the American colonies?

2. LEP describes this chapter as a “series of self-fulfilling prophecies” between Britain and its colonies. Assess this statement in the form of a thesis statement.