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The document includes primary-source excerpts from Spanish and English colonial contexts and instructs students to write complete-sentence responses addressing specific subparts. Tasks ask students to identify claims and historical developments, compare differences and similarities, and explain effects of contact and resistance during defined time ranges (e.g., 1492–1700, 1500–1750, and 1700–1776).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/periods_1___2_sample_saqs-sample-saqs/447113/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/periods_1___2_sample_saqs-sample-saqs/447113.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-05","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What type of responses do the questions require?","Question",{"text":112,"@type":113},"Responses must use complete sentences and address all parts of each question. Outlines or bullet lists alone are not acceptable.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What time periods are specified for the contact and comparison questions?",{"text":117,"@type":113},"The prompts specify different ranges, including 1492 to 1700, 1500 to 1750, and 1700 to 1776, with a separate instruction to confine one response to 1500–1750.",{"name":119,"@type":110,"acceptedAnswer":120},"What do students need to do when using the provided excerpts?",{"text":121,"@type":113},"Students must extract information from the excerpts to answer subparts, such as describing a claim, identifying a cause or argument, explaining historical developments, and comparing differences or similarities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},447113,1790930955,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","PERIOD 1:  \nIn your response, be sure to address all parts of the question. Use complete sentences; an outline or bulleted list alone is not acceptable.  \n“I have long since learned who you Spanish are through others of you who came years ago to my land; and I already know very well what your customs and behavior are like. To me you are professional vagabonds who wander from place to place, gaining your livelihood by robbing, sacking, and murdering people who have given you no offense. I want no manner of friendship or peace with people such as you, but instead prefer mortal and perpetual hostility. . . . I promise to maintain war upon you so long as you wish to remain in my land. . . .  \n“I am king in my land, and it is unnecessary for me to become the subject of a person who has no more subjects than I. I regard men as vile and contemptible when they subject themselves to the yoke of someone else when they could instead live as free men. . . . I do not wish to know what your sovereign demands. . . . All of you should go away as quickly as you can ifyou do not want to perish at my hands.”  \nChief of the Acuera Indians of present-day Florida, Spanish account of his response after the  \nconquistador Hernando de Soto demanded his obedience to the Spanish king, 1539 Using the excerpt, answer (a) and (b) .  \na) Briefly describe ONE claim made in the excerpt.  \nb) Briefly describe ONE historical development illustrated by the excerpt.  \nDirections: In your response, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable.  \nAnswer (a),(b), and (c) .  \na) Briefly explain ONE example of how contact between Native Americans and Europeans brought changes to Native American societies in the period 1492 to 1700.  \nb) Briefly explain a SECOND example of how contact between Native Americans and Europeans brought changes to Native American societies in the same period.  \nc) Briefly explain ONE example of how Native American societies resisted change brought by contact with Europeans in the same period.  \nDirections: In your response, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable.  \nAnswer (a),(b), and (c) . Confine your response to the period from 1500 to 1750.  \na) Briefly describe ONE specific historical difference between the role of religion in Spanish colonization and in the colonization of New England.  \nb) Briefly describe ONE specific historical similarity between the role of religion in Spanish colonization and in the colonization of New England.  \nc) Briefly explain ONE specific historical effect of religion on the development of society in either the Spanish colonies or the New England colonies.  \nPERIOD 2:  \nDirections: In your responses, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable.  \nAnswer (a),(b), and (c), confining your response to the period 1700 to 1776.  \na) Briefly describe ONE specific historical difference in North America between the First Great Awakening and the Enlightenment.  \nb) Briefly describe ONE specific historical similarity in North America between the First Great Awakening and the Enlightenment.  \nc) Briefly explain ONE specific historical effect in North America of either the First Great Awakening or the Enlightenment.  \nIn your response, be sure to address all parts of the question. Use complete sentences; an outline or bulleted list alone is not acceptable.  \n“1. For having upon specious pretenses of public works raised great unjust taxes upon the Commonality for the advancement of private favorites. . . . For not having during this long time of his Government in any measure, advanced this hopeful Colony either by fortifications, Towns, or Trade    \n.  \n“3. For having wronged his Majesty’s prerogative [authority] and interest by assuming Monopoly of the","cbCaiqr3EENvnm1i","https://ap.wps.com/l/cbCaiqr3EENvnm1i","pdf",72396,"English","# Period 1\n## Spanish–Native American relations prompt\n## Native American and European contact (1492–1700)\n## Religion in Spanish vs New England colonization (1500–1750)\n# Period 2\n## First Great Awakening vs Enlightenment (1700–1776)\n## Nathaniel Bacon’s Declaration in the Name of the People (1676)\n## Cause, argument, and similarity questions","[{\"question\":\"What type of responses do the questions require?\",\"answer\":\"Responses must use complete sentences and address all parts of each question. Outlines or bullet lists alone are not acceptable.\"},{\"question\":\"What time periods are specified for the contact and comparison questions?\",\"answer\":\"The prompts specify different ranges, including 1492 to 1700, 1500 to 1750, and 1700 to 1776, with a separate instruction to confine one response to 1500–1750.\"},{\"question\":\"What do students need to do when using the provided excerpts?\",\"answer\":\"Students must extract information from the excerpts to answer subparts, such as describing a claim, identifying a cause or argument, explaining historical developments, and comparing differences or similarities.\"}]","periods_1___2_sample_saqs - sample SAQs | PDF",1790718859,13]