SAMPLE ANSWER (3/3 Points):
(a) Document 3 reflects the labor systems of the mid-1600s Chesapeake by showing the use of long-term unfree labor for Black individuals, including children. Although the terms resemble indentured servitude, the extremely long service and reference to their father as a “Negro” indicate emerging racial distinctions in labor.
(b) Document 4 represents a development in colonial law by establishing that baptism does not grant freedom to enslaved people. This shows that colonial authorities were beginning to codify slavery as a permanent, hereditary condition that could not be altered by religion.
(c) Both documents are connected to the broader development of race-based slavery in British North America. During the 1600s, the colonies transitioned from more flexible labor systems to a rigid system of hereditary slavery based on race, supported by laws that reinforced the permanent status of enslaved people.
TEACHER NOTES
-(a) Students might note blurred lines between indentured servitude and
slavery, or racialized labor expectations.
-(b) Codification of racial slavery; legal reinforcement that Christianity
does not grant freedom.
-(c) Transition from fluid labor systems to hereditary, race-based slavery
in the late 1600s.
Scoring Guide (College Board–Aligned) Each part is worth 1 point (Total
= 3 points)
(a) 1 point
-Describes a feature of labor systems or racial attitudes in Document 3
-Must go beyond simple description (must interpret)
Examples:
--Transition between indentured servitude and slavery
--Racial hierarchy shaping labor expectations
--Long-term/unfree labor imposed on Black individuals
(b) 1 point
-Explains a legal development shown in Document 4
-Must identify significance (not just restate). Examples
--Slavery becoming hereditary and permanent
--Religion no longer offering a path to freedom
--Legal codification of racial slavery
(c) 1 point
-Explains a broader historical development
-Must connect BOTH documents to that development. Examples:
--Shift to race-based, hereditary slavery
--Decline of indentured servitude and rise of chattel slavery
--Legal system reinforcing racial inequality
Scaffold Version (support / differentiation)
(a) In Document 3, what kind of work system is being described?
-How are the children treated differently because of their race?
Sentence starter: Document 3 reflects __________ because it demonstrates
__________.
(b) What does Document 4 say about baptism and freedom?
-Why would colonial leaders want to make this rule clear?
Sentence starter: Document 4 represents a development in slavery because it
establishes __________.
(c) Think big picture: how was slavery changing during the 1600s?
-Was it becoming more or less tied to race and birth?
Sentence starter:
Both documents are connected to the broader development of __________.
EXTENSION
Add a fourth question: “Explain how these developments contributed to
events like Bacon’s Rebellion.”
(a) Document 3 reflects the labor systems of the mid-1600s Chesapeake by showing the use of long-term unfree labor for Black individuals, including children. Although the terms resemble indentured servitude, the extremely long service and reference to their father as a “Negro” indicate emerging racial distinctions in labor.
(b) Document 4 represents a development in colonial law by establishing that baptism does not grant freedom to enslaved people. This shows that colonial authorities were beginning to codify slavery as a permanent, hereditary condition that could not be altered by religion.
(c) Both documents are connected to the broader development of race-based slavery in British North America. During the 1600s, the colonies transitioned from more flexible labor systems to a rigid system of hereditary slavery based on race, supported by laws that reinforced the permanent status of enslaved people.
TEACHER NOTES
-(a) Students might note blurred lines between indentured servitude and
slavery, or racialized labor expectations.
-(b) Codification of racial slavery; legal reinforcement that Christianity
does not grant freedom.
-(c) Transition from fluid labor systems to hereditary, race-based slavery
in the late 1600s.
Scoring Guide (College Board–Aligned) Each part is worth 1 point (Total
= 3 points)
(a) 1 point
-Describes a feature of labor systems or racial attitudes in Document 3
-Must go beyond simple description (must interpret)
Examples:
--Transition between indentured servitude and slavery
--Racial hierarchy shaping labor expectations
--Long-term/unfree labor imposed on Black individuals
(b) 1 point
-Explains a legal development shown in Document 4
-Must identify significance (not just restate). Examples
--Slavery becoming hereditary and permanent
--Religion no longer offering a path to freedom
--Legal codification of racial slavery
(c) 1 point
-Explains a broader historical development
-Must connect BOTH documents to that development. Examples:
--Shift to race-based, hereditary slavery
--Decline of indentured servitude and rise of chattel slavery
--Legal system reinforcing racial inequality
Scaffold Version (support / differentiation)
(a) In Document 3, what kind of work system is being described?
-How are the children treated differently because of their race?
Sentence starter: Document 3 reflects __________ because it demonstrates
__________.
(b) What does Document 4 say about baptism and freedom?
-Why would colonial leaders want to make this rule clear?
Sentence starter: Document 4 represents a development in slavery because it
establishes __________.
(c) Think big picture: how was slavery changing during the 1600s?
-Was it becoming more or less tied to race and birth?
Sentence starter:
Both documents are connected to the broader development of __________.
EXTENSION
Add a fourth question: “Explain how these developments contributed to
events like Bacon’s Rebellion.”