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Both passages have differing POVs that forces students to view both sides of the historical event. In essence, the student will not be able to restate the facts presented but will use their own historical lenses to compare and contrast each historians' viewpoints.

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To correct answer any question you have to know the point of view of each author. Students are engaging in comparison.

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Students need to be able to answer the main point/differences in A in order to draw evidence for B and C.

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The question shifts the focus from the American Revolution to the role of women during that time period.

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This is moving to higher ordered thinking. Students must use their historical background knowledge, synthesize and analyze different secondary sources, in order to make a back up a claim about women's role in the revolutionary period. (Interesting to note- who are we centering? This can provide student an opportunity for nuanced response regarding non-white/ non-wealthy women. )

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These questions ask students to have historical evidence to support and refute statements made by historians. It asks them to identify the author's point of view and bias towards the historical event, showing that history can have multiple perspectives.

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Students move from identifying differences to analyzing both interpretations, regardless of their personal opinions.

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This question moves student to analyzing diverse historical interpretations by having students take the information that they have learned about the content and apply it to an analysis. They are going to be reading and analyzing interpretations of history instead of a summarization of a topic.

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Answer: The sources provided  are two contrasting interpretations of the American Revolution and the role of women. Students need to know more than the facts. Yes, the Revolution happened and women were involved. But what is the meaning of their involvement? Did the status of women change or did it reinforce the status quo ante?

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The question requires evidence to answer, and also forces students to consider what is absent/excluded from the source itself — which requires deeper analysis.

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Students learn that historians give meaning to the past by interpreting a series of events and drawing conclusions. This SAQ demonstrates that by asking the students to explain and analyze those interpretations rather than summarize a historical event to understand that there can be conflicting views of history.

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The question compels students to look beyond the more superficial facts of the Am. Rev. to grapple with the role of women and whether the revolution fundamentally changed their place in society.

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To correctly answer parts B and C, students need to be able to draw on their own factual knowledge and apply it to the historical interpretations.

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Instead of summarizing the documents, the question is asking students to apply the given documents into their own interpretation by accessing their own pool of knowledge.

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First, students formulate an answer that can be clearly found in the sources. Then, students must bring in outside knowledge to prove what was stated in the source. Overall, students must support two opposing arguments which will inevitably mean they disagree with at least one of them. This forces them to find evidence in history to support that argument and not just parrot a commonly held opinion on the topic.

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Questions B and C are asking students to explain the significance of historical events and argue a point rather than just describing the authors point Question A

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Question a starts students out by simply describing a difference between the two documents before moving on to more analysis. B and c each look at the students outside knowledge to create an argument in support of each of the author's. By pushing for evidence not in the documents, students must reach for additional information and analyze it so that it can be used as appropriate interpretations.