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AP%u00ae SKILLS WORKSHOP 295proposition than it had ever faced before. And neither its American colonies nor their Native American neighbors were inclined to cooperate in the transformation.British administrators worried about their American colonists, who, according to former Georgia governor Henry Ellis, felt themselves %u201centitled to a greater measure of Liberty than is enjoyed in England.%u201d . . . Britain%u2019s American possessions were likewise filled with non-English people. . . . Consequently, declared Lord Halifax, %u201cthe people of England%u201d considered Americans %u201cas foreigners.%u201dContesting that status, wealthy Philadelphia lawyer John Dickinson argued that his fellow colonists were %u201cnot [East Indian] Sea Poys, nor Marattas, but British subjects who are born to liberty, who know its worth, and who prize it high.%u201d Thus was the stage set for a struggle between the conceptions of identity%u2014and empire%u2014held by British ministers, on the one hand, and many American colonists on the other.Notice that the excerpt begins right where the previous chapter concluded, with the British Empire%u2019s victory in the French and Indian War, which was central to the content of the previous chapter. It is within the context or background of this victory that new, different, and unanticipated problems arose. From there, the excerpt lays out who the central actors will be: the colonists and their imperial masters. In elaborating upon the worldview of each camp, notice how the authors point to a picture of two groups with competing priorities and different concerns, grounded in the contexts of identity and empire. All that follows in the chapter will be viewed through these lenses of how each group saw the world, as well as the misunderstandings and problems that would result.Contextualization on the AP%u00ae U.S. History ExamContextualization is one of the skills that is tested in numerous ways on the AP%u00ae U.S. History Exam. Remember in the previous AP%u00ae Skills Workshop on causation, how it was pointed out that every event of development has a cause or causes. Similarly here, with regard to contextualization, every event or development has a backstory. So you will be asked to employ this AP%u00ae Historical Thinking Skill early and often. On the Multiple-Choice portion of the exam, in fact, contextualization questions are the most frequently asked sort of questions, along with causation (which was previously addressed in Part 2). Many Multiple-Choice Question sets will include at least one question testing your understanding of %u201chow the excerpt, image, or map provided best reflects which of the following (earlier) events/trends/processes/developments.%u201d Short-Answer Questions commonly ask you to explain how a relevant context influenced a specific historical development or process. As for Long Essay and Document-Based Questions, they both have an identical contextualization requirement in their scoring rubrics, in which your response must describe a broader historical context that is relevant to the prompt, relating the topic of the prompt to the broader historical events, developments, or processes that occurred before, during, or after the time frame of the question. This point is not awarded for a mere phrase or reference, so it will serve you well to use contextualization as the bulk of your introductory paragraph, setting the stage for your claim by establishing background on the event that the prompt is asking you to write about.Building AP%u00ae Skills1. ACTIVITY: Identifying Contextualization. Read the opening, second, and third paragraphs for the section %u201cThe War of 1812 and the Transformation of Politics%u201d on pages 274%u2013283 in this chapter. What is the international and economic context in which the authors are situating the challenges facing the United States in the development of foreign policy? ClaimContextualization (continued)%u00a9 Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.