WELCOME �AP WORLD HISTORY STUDENTS��AP STUDENT CURRICULUM REVIEW�

Mr. Bradley E. Sultz

Miami Dade County Public Schools

April 1, 2023

Agenda for Today

• Part 1 - 8:00 AM – 9:15 AM
1. Makeup of the AP Test
2. Content Overview
3. Multiple Choice Strategies
4. How to Write a Short Answer Question (SAQ)

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Break - 9:15 AM - 9:20 AM

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• Part 2 - 9:20 AM – 10:30 AM
1. How to Write a Document Based Question (DBQ)
2. How to Write a Long Essay Question (LEQ)
3. Test Preparation Tips

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Agenda for Today

• Part 1 - 11:00 AM – 12:15 PM
1. Makeup of the AP Test
2. Content Overview
3. Multiple Choice Strategies
4. How to Write a Short Answer Question (SAQ)

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Break - 12:15 PM-12:20 PM

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• Part 2 - 12:20 PM – 1:30 PM
1. How to Write a Document Based Question (DBQ)
2. How to Write a Long Essay Question (LEQ)
3. Test Preparation Tips

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AP EXAM FORMAT

AP Exam – Section 1

AP Exam – Section 2

AP Exam – Section 2

AP Exam FAQ

• Total scores for multiple choice are based on the number of questions answered correctly
• Points will not be deducted for incorrect answers
• Europe is 20% of the exam. Coverage of the U.S. should be in how our country interacted with other societies (i.e., World War II, Cold War)
• Major areas covered include East Asia (China, Japan, and Korea), the Middle East, Africa, and Latin America

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CONTENT OVERVIEW

Time Periods Covered

UNITS AT A GLANCE

UNITS AT A GLANCE

AP World History: Modern Major Themes

Humans and the (ENV) Environment

The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

Cultural Developments and Interactions (CDI)

The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Governance (GOV)

A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments to obtain, retain and exercise power in different ways and for different purposes.

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Economic Systems (ECN)

As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Social Interactions and Organizations (SIO)

The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

Technology (TEC)

Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.

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AP World History: Modern�Must Know BIG Picture!

How Societies / Nations Rise:

Charismatic leaders

Efficient bureaucracy/tax collection

Powerful military

Strong economy

Unifying religion/philosophy

How Religions Spread:

Merchants

Missionaries

Warfare

Times of uncertainty/need for stability

How Societies / Nations Decline:

Outside invaders

Civil war/chaos

Epidemic/disease

Succession problems

Political corruption

Competing religions/philosophies

Why Conflicts Occur:

Competition over resources

Advancements in technology

State rivalries

Ethnic divisions

�AP World History: Modern�Universal Truths

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AP World History World Map

CED REVIEW BY REGION

• What I Need to Know

MULTIPLE CHOICE STRATEGIES

Exam Question Order

What Do You Know?

• To do well on the multiple-choice section of the AP World History Exam, you need to know two things:
• (1) world history (Advanced Placement), and
• (2) how to show that you know world history.
• One way to prove that you know world history is by correctly answering the number of multiple-choice questions necessary to score 3 or above.

So, What Is True About The Multiple- Choice Section?

• Then why is it that lots of students who know world history don't get a great score on the test?
• Could it be because there are 55 questions to answer in 55 minutes?
• Or is it because they know the history but don't know how to wade through the answer choices efficiently?
• Students often don't perform to the best of their ability on the AP World History Exam because in addition to knowing the history, they need to
• know how to analyze the questions
• get rid of the bad answer choices
• find the correct answer in a short period of time.

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How to Show What You Know�

• To score your best on the multiple-choice section of this test, you first need to remember the follow­ing rules:
• There is no such thing as a "guessing penalty"; rather, there is a guessing reward.
• Three out of every four answer choices you read are wrong.
• Don’t leave anything blank.

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What Should You Know �About Guessing

• Taking smart guesses can substantially increase your raw score on the multiple-choice section of the test.
• You should take your best guess as long as you can eliminate even one answer choice. Guess aggressively!
• Guessing also raises your score because it saves you time.
• 55 questions in 55 minutes is a lot. it's ONE minute per question. How can you possibly answer that many questions in that period of time? Guess and Go

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“In the name of God, the Merciful and the Compassionate: This is the safe-conduct accorded by the servant of God Umar, the Commander of the Faithful, to the people of [Jerusalem]. He accords them safe-conduct for their persons, their property, their churches, their crosses, their sound and their sick, and the rest of their worship...No constraint shall be exercised against them in religion, nor shall any harm be done to any among them…

The people of [Jerusalem] must pay the jizya [required tax on non-Muslims] in the same way as the people of other cities. They must expel the Romans [Byzantine soldiers and officials] and the brigands from the city. Those who leave shall have safe-conduct for their persons and property until they reach safety.

Those of the people of [Jerusalem] who wish to remove their persons and effects and depart with the Romans [Byzantines] and abandon their churches and their crosses shall have safe-conduct for their persons, their churches, and their crosses, until they reach safety.”

Muhammad ibn Jarir al-Tabari, History of the Prophets and

Kings, "Peace Terms with Jerusalem, 636 C.E," 10th century�

1.) Which trait of Islamic rule described in this passage was also evident in Islamic rule in al-Andalus?

A.) the persecution of other religions by Islamic leaders

B.) the toleration of other religions by Muslims in conquered territory

C.) the conflict between Romans and Byzantines over territory

D.) the cooperation between Jewish and Muslim leaders in Jerusalem

“In the name of God, the Merciful and the Compassionate: This is the safe-conduct accorded by the servant of God Umar, the Commander of the Faithful, to the people of [Jerusalem]. He accords them safe-conduct for their persons, their property, their churches, their crosses, their sound and their sick, and the rest of their worship...No constraint shall be exercised against them in religion, nor shall any harm be done to any among them…

The people of [Jerusalem] must pay the jizya [required tax on non-Muslims] in the same way as the people of other cities. They must expel the Romans [Byzantine soldiers and officials] and the brigands from the city. Those who leave shall have safe-conduct for their persons and property until they reach safety.

Those of the people of [Jerusalem] who wish to remove their persons and effects and depart with the Romans [Byzantines] and abandon their churches and their crosses shall have safe-conduct for their persons, their churches, and their crosses, until they reach safety.”

Muhammad ibn Jarir al-Tabari, History of the Prophets and

Kings, "Peace Terms with Jerusalem, 636 C.E," 10th century�

1.) Which trait of Islamic rule described in this passage was also evident in Islamic rule in al-Andalus?

A.) the persecution of other religions by Islamic leaders

B.) the toleration of other religions by Muslims in conquered territory

C.) the conflict between Romans and Byzantines over territory

D.) the cooperation between Jewish and Muslim leaders in Jerusalem

“In the name of God, the Merciful and the Compassionate: This is the safe-conduct accorded by the servant of God Umar, the Commander of the Faithful, to the people of [Jerusalem]. He accords them safe-conduct for their persons, their property, their churches, their crosses, their sound and their sick, and the rest of their worship...No constraint shall be exercised against them in religion, nor shall any harm be done to any among them…

The people of [Jerusalem] must pay the jizya [required tax on non-Muslims] in the same way as the people of other cities. They must expel the Romans [Byzantine soldiers and officials] and the brigands from the city. Those who leave shall have safe-conduct for their persons and property until they reach safety.

Those of the people of [Jerusalem] who wish to remove their persons and effects and depart with the Romans [Byzantines] and abandon their churches and their crosses shall have safe-conduct for their persons, their churches, and their crosses, until they reach safety.”

Muhammad ibn Jarir al-Tabari, History of the Prophets and

Kings, "Peace Terms with Jerusalem, 636 C.E," 10th century�

2.) What viewpoint led Umar to this trait of Islamic rule?

A.) He did not actively seek converts to his faith.

B.) He believed Christians and Jews were only a small a threat to his faith.

C.) He was more concerned with political than religious issues.

D.) He considered Christians and Jews to be monotheistic.

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“In the name of God, the Merciful and the Compassionate: This is the safe-conduct accorded by the servant of God Umar, the Commander of the Faithful, to the people of [Jerusalem]. He accords them safe-conduct for their persons, their property, their churches, their crosses, their sound and their sick, and the rest of their worship...No constraint shall be exercised against them in religion, nor shall any harm be done to any among them…

The people of [Jerusalem] must pay the jizya [required tax on non-Muslims] in the same way as the people of other cities. They must expel the Romans [Byzantine soldiers and officials] and the brigands from the city. Those who leave shall have safe-conduct for their persons and property until they reach safety.

Those of the people of [Jerusalem] who wish to remove their persons and effects and depart with the Romans [Byzantines] and abandon their churches and their crosses shall have safe-conduct for their persons, their churches, and their crosses, until they reach safety.”

Muhammad ibn Jarir al-Tabari, History of the Prophets and

Kings, "Peace Terms with Jerusalem, 636 C.E," 10th century�

2.) What viewpoint led Umar to this trait of Islamic rule?

A.) He did not actively seek converts to his faith.

B.) He believed Christians and Jews were only a small a threat to his faith.

C.) He was more concerned with political than religious issues.

D.) He considered Christians and Jews to be monotheistic.

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3.) Which was the most important impact of the improvements in saddles in assisting the spread of Islam in Africa?

A.) They allowed younger people to ride camels

B.) They increased the demand for camels.

C.) They contributed to an increase in trans-Saharan trade.

D.) They strengthened Islamic armies.

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3.) Which was the most important impact of the improvements in saddles in assisting the spread of Islam in Africa?

A.) They allowed younger people to ride camels

B.) They increased the demand for camels.

C.) They contributed to an increase in trans-Saharan trade.

D.) They strengthened Islamic armies.

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4.) The information on camel saddles in an example of how

A.) people adapted technology based on their needs

B.) differences in camels suited them for different tasks

C.) innovation results from outside influences

D.) climate variations influenced the relationship between people and animals

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4.) The information on camel saddles in an example of how

A.) people adapted technology based on their needs

B.) differences in camels suited them for different tasks

C.) innovation results from outside influences

D.) climate variations influenced the relationship between people and animals

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5.) The boundary lines on the map (Source 1) reflect which of the following? �

A.) Natural barriers such as rivers and mountain ranges

B.) Traditional tribal divisions within African societies

C.) Religious differences

D.) European economic and political concerns

Source 1:

5.) The boundary lines on the map (Source 1) reflect which of the following? �

A.) Natural barriers such as rivers and mountain ranges

B.) Traditional tribal divisions within African societies

C.) Religious differences

D.) European economic and political concerns

Source 1:

6.) The reference in Source 2 to “superior races” and “inferior races” reflect which of the following attitudes? �

A.) The idea that the colonization of Africa would be profitable for European nations

B.) The idea that European navies needed use of African ports

C.) The idea that African peoples would benefit from European cultural influence

D.) The idea that Africans and Europeans would have mutually beneficial cultural exchanges

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Source 2:�

“I repeat that the superior races have a right because they have a duty. They have the duty to civilize the inferior races…In the history of earlier centuries these duties, gentlemen, have often been misunderstood; and certainly, when the Spanish soldiers and explorers introduced slavery into Central America, they did not fulfill their duty as men of a higher race… But, in our time, I maintain that European nations acquit themselves with generosity, with grandeur, and with sincerity of this superior civilizing duty.

I say that French colonial policy of colonial expansion, the policy that has taken us under the Empire [the Second Empire, of Napoleon], to Saigon, to Indochina [Vietnam], that has led us to Tunisia, to Madagascar- I say that this policy of colonial expansion was inspired by…the fact that a navy such as ours cannot do without safe harbors, defenses, supply centers on the high seas….Are you unaware of this? Look at a map of the world.”

Jules Ferry, On French Colonial Expansion, 1884

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6.) The reference in Source 2 to “superior races” and “inferior races” reflect which of the following attitudes? �

A.) The idea that the colonization of Africa would be profitable for European nations

B.) The idea that European navies needed use of African ports

C.) The idea that African peoples would benefit from European cultural influence

D.) The idea that Africans and Europeans would have mutually beneficial cultural exchanges

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Source 2:�

“I repeat that the superior races have a right because they have a duty. They have the duty to civilize the inferior races…In the history of earlier centuries these duties, gentlemen, have often been misunderstood; and certainly, when the Spanish soldiers and explorers introduced slavery into Central America, they did not fulfill their duty as men of a higher race… But, in our time, I maintain that European nations acquit themselves with generosity, with grandeur, and with sincerity of this superior civilizing duty.

I say that French colonial policy of colonial expansion, the policy that has taken us under the Empire [the Second Empire, of Napoleon], to Saigon, to Indochina [Vietnam], that has led us to Tunisia, to Madagascar- I say that this policy of colonial expansion was inspired by…the fact that a navy such as ours cannot do without safe harbors, defenses, supply centers on the high seas….Are you unaware of this? Look at a map of the world.”

Jules Ferry, On French Colonial Expansion, 1884

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7.) Which of the following describes a negative short-term effect of the European colonization of Africa? �

A.) Famines occurred when African farmers were forced to grow crops for export.

B.) Europeans built infrastructure such as roads and railways in the lands that they colonized.

C.) Missionaries from Europe built schools for native populations.

D.) Africa experienced general improvements in medical care under European rule.

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7.) Which of the following describes a negative short-term effect of the European colonization of Africa? �

A.) Famines occurred when African farmers were forced to grow crops for export.

B.) Europeans built infrastructure such as roads and railways in the lands that they colonized.

C.) Missionaries from Europe built schools for native populations.

D.) Africa experienced general improvements in medical care under European rule.

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• This statue of Queen Victoria was removed from the front of the Supreme Court building in Georgetown, former capital of the British colony of Guyana, in February 1970, in preparation for the transition to independence.

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8.) This image best exemplifies which process?�

A.) The impact of Communism on global revolutions��B.) The influence of nationalism and superpower support of self-determination after World War II��C.) The use of violence to achieve independence from former colonial powers��D.) International political pressure to end Apartheid

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• This statue of Queen Victoria was removed from the front of the Supreme Court building in Georgetown, former capital of the British colony of Guyana, in February 1970, in preparation for the transition to independence.

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8.) This image best exemplifies which process?�

A.) The impact of Communism on global revolutions��B.) The influence of nationalism and superpower support of self-determination after World War II��C.) The use of violence to achieve independence from former colonial powers��D.) International political pressure to end Apartheid

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9.) This photograph, taken in 1930 and featuring Mohandas Gandhi, best illustrates which of the following?�

A.) Migrations of Hindus and Muslims following the partition of India

B.) Techniques of nonviolent resistance utilized in the Indian independence movement

C.) Efforts taken by the British to discredit the Indian independence movement

D.) Western influence on Indian culture

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9.) This photograph, taken in 1930 and featuring Mohandas Gandhi, best illustrates which of the following?�

A.) Migrations of Hindus and Muslims following the partition of India

B.) Techniques of nonviolent resistance utilized in the Indian independence movement

C.) Efforts taken by the British to discredit the Indian independence movement

D.) Western influence on Indian culture

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This imperialism political cartoon appeared in August 15, 1900 issue of the literary magazine Puck. In the cartoon, animals representing different countries are battling over China (seen as a dragon). The bear represents Russia, the lion is Britain, the rooster is France, the eagle is Germany, the two-headed eagle is Austria, Japan is the tiger and the bald eagle is the United States.

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10.) The political cartoon illustrated above represents�

A.) The 1933 take-over of Manchuria, in the lead-up to WWII�B.) The attempt to take control of China in the years leading up to the Chinese Communist Revolution

C.) The scramble for spheres of influence in China by imperialist nations

D.) The outcome of the Boxer Rebellion

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This imperialism political cartoon appeared in August 15, 1900 issue of the literary magazine Puck. In the cartoon, animals representing different countries are battling over China (seen as a dragon). The bear represents Russia, the lion is Britain, the rooster is France, the eagle is Germany, the two-headed eagle is Austria, Japan is the tiger and the bald eagle is the United States.

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10.) The political cartoon illustrated above represents�

A.) The 1933 take-over of Manchuria, in the lead-up to WWII�B.) The attempt to take control of China in the years leading up to the Chinese Communist Revolution

C.) The scramble for spheres of influence in China by imperialist nations

D.) The outcome of the Boxer Rebellion

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HOW TO WRITE A SHORT ANSWER QUESTION (SAQ)

SAQ Breakdown

• Section 1B - 3 Questions | 40 Minutes | 20% of Exam Score
• Students analyze historians’ interpretations, historical sources, and propositions about history.
• Questions provide opportunities for students to demonstrate what they know best.
• Some questions include texts, images, graphs, or maps.
• Students choose between 2 options for the final required short-answer question, each one focusing on a different time period:
• Question 1 is required, includes 1 secondary source, and focuses on historical developments or processes between the years 1200 and 2001.
• Question 2 is required, includes 1 primary source, and focuses on historical developments or processes between the years 1200 and 2001.
• Students choose between Question 3 (which focuses on historical developments or between the years 1200 and 1750) and Question 4 (which focuses on historical developments or processes between the years 1750 and 2001) for the last question. No sources are included for either Question 3 or Question 4.

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What Is An SAQ?

• Does require complete sentences
• These are NOT essays- you need to be concise and clear
• All 3 parts of the question must be answered.
• Broken into 3 parts A, B, and C. Please label each part in your answer to make it easier for the reader to locate your information.
• Limited space (a one page box with 23 lines) in which to write their answers. Anything written outside of the box will not be scored.
• Students give enough information to answer the question, but not write an essay.

SAQ Point System

• What types of questions are asked?
• SAQ will come from the Key Concepts and Thematic Learning Objectives
• Each SAQ will deal with at least one Historical Thinking Skill
• How are they scored?
• 1 point per part, 3 points per question
• On the AP test, you probably need to earn 7 of 9 points on the 3 SAQs to be on track to earn a 5

SAQ Tips

• Read question carefully. Annotate the question and rephrase the question as your topic sentence (remember no thesis sentence necessary).
• Complete Sentences. Do NOT bullet (bullets=zero points).
• Directly answer the question. Use the language of the prompt! (always)
• Pay close attention to what the question is asking of you: look for key action words such as describe, analyze, identify, explain, etc. Answer everything the question asks of you: you may have to do more than one thing such as “identify and explain.”
• Look for plurals—asking you do more than one thing: reason vs. reasons; cause vs. causes. If it’s plural, you must do 2! You may not see many of these in SAQs, be on the lookout.
• Do not indent sentences. Do not skip lines.
• Don’t write outside the space—you should have enough space—don’t panic!
• I recommend you label a), b), and c) for ease of understanding. Readers will read the question in such a way as to give you credit where credit is due, and not to nitpick where you provide your answer (although it must be IN THE BOX).

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How to ACE the SAQ!

• The Short Answer Questions are help students develop concise arguments, which can mirror parts of body paragraphs.

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• How to ACE it?

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• The students must:

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• Answer the question (make the claim)

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• Cite (define or describe the claim with Specific Factual Information from OUTSIDE the-Prompt-learned from class readings, discussions, activities)

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• Expand/Explain Evidence (connect the dots! How does the evidence support/prove/answer/assertions?) 

Sample SAQ (Question 1)

“The Mongol conquests have been defined as the last chapter of the Eurasian transformations of the tenth [through the] thirteenth centuries. Yet with the same, or even better, justification they can also be regarded as the first chapter of a new era, perhaps the early-modern one. . . . The Mongol period was a significant step towards closer integration of the old world, both inside and outside the empire’s realm. Certainly, the vast dimensions of the empire contributed to that, but the role of the Mongols was not limited to [being] the passive medium through which [their] subjects learned from one another. Instead, they actively promoted inter-cultural exchange.”

Michal Biran, historian, “The Mongol Transformation: From the Steppe to Eurasian Empire,” article published in 2004

A. a) Identify ONE economic development that would support Biran’s argument in the passage regarding the Mongols and the “integration of the old world.”

b) Explain how ONE piece of evidence would challenge Biran’s argument regarding the Mongols and “the first chapter of a new era.”

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c) Explain how ONE intercultural transfer or exchange resulted from the Mongol conquests.

Sample SAQ Answer

1. The stability and size of the Mongol Empire led to the expansion of the silk road trade. Many cities in Afro-Eurasia grew larger and wealthier. Merchants could travel vast distances across Afro-Eurasia easier and more safely under Mongol rule.

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• The new era only began when connections between Afro-Eurasia and the Americas were established. The Mongol period only saw an expansion of previously existing trends in earlier decades and centuries. The Mongol conquests destroyed as much as they benefitted peoples of Afro-Eurasia.

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• Under the support of Mongol rulers, religions, such as Islam or Buddhism, spread. Mongol conquests in Eurasia led to Mongol adoption of local religions and political practices. The Mongol unification of regions from China to the Middle East to Europe led to the spread of technologies, such as gunpowder, and pathogens, such as the plague.

Sample SAQ (Question 2)

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a) Identify ONE economic development in the period 1750–1900 that led to the situation represented in the map.

b) Identify ONE political development in the period 1750–1900 that led to the situation represented in the map.

c) Explain ONE reason why the survey of the Canton factories was carried out by the British Royal Navy.

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Sample SAQ (Question 2)

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a) Identify ONE economic development in the period 1750–1900 that led to the situation represented in the map.

•Industrialization in Europe led to more markets in Asia.

•The stagnation of economic or technological development in China allowed Europeans to pressure their way into the Chinese economy.

•European desire for luxury goods led to economic imperialism.

b) Identify ONE political development in the period 1750–1900 that led to the situation represented in the map.

•The Opium Wars led to the presence of European merchants in China.

•European colonial expansion in Asia contributed to the kinds of settlements shown on the map.

•The Taiping Rebellion weakened China politically during the nineteenth century.

c) Explain ONE reason why the survey of the Canton factories was carried out by the British Royal Navy.

•The British had gained control of Canton because of treaties with China.

•The British wanted to expand their revenues from the port of Canton.

•The British wanted to secure their control over maritime trade entering China.

•The British were competitive with other European powers and wanted to study their competition.

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Sample SAQ (Question 3)

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Answer all parts of the question that follows.

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a) Identify ONE technological development that directly contributed to the Columbian Exchange.

b) Identify ONE benefit of the transfer of crops and/or domesticated animals during the Columbian Exchange for the populations involved.

c) Explain ONE way in which the transfer of crops and/or domesticated animals during the Columbian Exchange affected the environment.

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Sample SAQ (Question 3)

1. Identify ONE technological development that directly contributed to the Columbian Exchange.

•The spread of navigation technologies, such as astrolabes, made it possible for Europeans to voyage around the world.

•New ship designs, such as caravels, increased European voyages across oceans.

•Cartographic advances helped Europeans better navigate open seas.

b) Identify ONE benefit of the transfer of crops and/or domesticated animals during the Columbian Exchange for the populations involved.

•Domesticated animals from Europe led to more efficient farming in the Americas.

•More diverse nutrients benefited populations.

•The spread and use of new crops from the Americas that were more productive or more reliable led to population growth in Afro Eurasia.

c) Explain ONE way in which the transfer of crops and/or domesticated animals during the Columbian Exchange affected the environment.

•The spread of European agricultural techniques led to deforestation in some regions of the Americas.

•The spread of Eurasian grazing animals, such as cattle and sheep, led to overgrazing in some regions.

•The Columbian exchange allowed the spread of invasive species, such as rats and rabbits, which altered ecosystems.

Emphasis on cash crop agriculture (monoculture) decreased biodiversity and led to soil exhaustion.

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Break Time

HOW TO WRITE A DOCUMENT BASED QUESTION (DBQ) ESSAY

What is a DBQ?

• Stands for “Document-Based-Question”
• You will answer a prompt using 7 documents.
• It is one of the two large essays you will write on the AP exam
• The second essay is the LEQ (long-essay-question)
• 60 minutes
• Includes 15 minute pre-writing period
• 25% of your AP exam score
• 7 points total

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On the exam, your essay must be written in blue or black ink. Get used to writing your essays in class in pen.

What are the Documents?

There will be seven documents that include a mix of the following:

• Primary source excerpts
• Secondary source excerpts
• Photographs
• Political cartoons
• Maps
• Graphs/charts

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Breaking Down the Rubric

Now let’s take a look at the official College Board rubric for the DBQ. Notice there are SEVEN possible points. Let’s take a look at how you can earn (or attempt to earn) those seven points.

Thesis - 1 point

To earn this point, the thesis must make a claim that responds to the prompt, rather than merely restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

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• The thesis uses specific information to ANSWER THE PROMPT.
• Pretend that the essay prompt is a short-answer-question. If you covered up the rest of your essay, your thesis should answer the question in its entirety.
• Use the LANGUAGE of the prompt.
• Don’t forget the chronology and geography.

Contextualization - 1 point

To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or a reference.

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• Should be in your introduction to SET THE SCENE for the rest of your essay.
• Think of the opening crawl text of Star Wars or the prologue of Romeo and Juliet.

Evidence - 3 points

To earn one point, the response must accurately describe--rather than simply quote--the content from at least three of the documents.

To earn two points, the response must accurately describe--rather than simply quote--the content from at least six documents (go for seven INSURANCE). In addition, the response must use the content of the documents to support an argument in response to the prompt.

Analysis and Reasoning - 2 points

1 point: For at least three documents (go for four - INSURANCE), explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.

1 point: Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

• Explaining nuance of an issue by analyzing multiple variables
• Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects
• Explaining relevant and insightful connections within and across periods
• Confirming the validity of an argument by corroborating multiple perspectives across themes
• Qualifying or modifying an argument by considering diverse or alternative views or evidence This understanding must be part of the argument, not merely a phrase or reference.

How to Begin?

• You have 60 minutes to write the essay.
• Use 15 minutes to prewrite, brainstorm, and plan.
• DO NOT SKIP THIS STEP! It makes for a stronger essay.
• Read the prompt multiple times and circle important information.
• Quickly read the documents and find common themes.
• “Group” documents based on themes or connections (buckets) that help you answer the prompt
• Take notes ALL OVER your document sheets.
• You can take sourcing notes during this time too
• Use the information in the documents to answer the prompt and write your thesis
• Make sure you are using at least six of the seven documents (go for seven, INSURANCE) in order to earn the best score.

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Creating Your Arguments�(Buckets)

Your DBQ Essay Outline

• Paragraph 1: Introduction:

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• Paragraph 2: first grouping of common themed documents that support your thesis and answer the prompt; include outside evidence if applicable
• Paragraph 3: second grouping of common themed documents that support your thesis and answer the prompt; include outside evidence if applicable
• Paragraph 4: third grouping of common themed documents that support your thesis and answer the prompt; include outside evidence if applicable
• Paragraph 5: conclusion (not required; rewrite and emphasize thesis)

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CONTEXT

(set the scene)

THESIS

(answer the prompt)

Paragraph Structure

• Introduction
• Contextualization (You must connect to broader historical events that occurred prior to the events of the question. This should be two to three sentences)
• Thesis Statement (You must make a historically defensible claim and answer all parts of the question. This should be one to two sentences)

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Paragraph Structure

• Body Paragraph #1
• Topic Sentence – Create a topic sentence that supports your Argument. Topic sentence directly ties into 1^st main point of thesis and focuses on prompt. Focus on corroboration argument here. Use language of the prompt but don’t just repeat it. (Cite documents you will use).
• Utilize evidence from all of the documents, not a summary of them. Explain how each document relates to the topic sentence. You must utilize all seven documents.
• Source the documents. You should source four out of seven documents using the HAPP Strategy (Historical Context, Audience, Point of View, and Purpose)
• Bring in Outside Evidence. It must support your argument and be information not found in the seven documents.

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Paragraph Structure

• Body Paragraph #2
• Topic Sentence – Create a topic sentence that supports your Argument. Topic sentence directly ties into 2^nd main point of thesis and focuses on prompt. Focus on contradiction argument here. Use language of the prompt but don’t just repeat it. (Cite documents you will use).
• Utilize evidence from all of the documents, not a summary of them. Explain how each document relates to the topic sentence. You must utilize all seven documents.
• Source the documents. You should source four out of seven documents using the HAPP Strategy (Historical Context, Audience, Point of View, and Purpose)
• Bring in Outside Evidence. It must support your argument and be information not found in the seven documents.

Paragraph Structure

• Body Paragraph #3 (This paragraph should be created if a third argument is needed based on the documents)
• Topic Sentence – Create a topic sentence that supports your Argument. Topic sentence directly ties into 3^rd main point of thesis and focuses on prompt. Focus on qualification argument here. Use language of the prompt but don’t just repeat it. (Cite documents you will use).
• Utilize evidence from all of the documents, not a summary of them. Explain how each document relates to the topic sentence. You must utilize all seven documents.
• Source the documents. You should source four out of seven documents using the HAPP Strategy (Historical Context, Audience, Point of View, and Purpose)
• Bring in Outside Evidence. It must support your argument and be information not found in the seven documents.

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Paragraph Structure

• Conclusion
• Analysis and Reasoning (Complexity and Quality) - A great way to earn this point is to think about the topic from an alternative perspective—whose story isn’t being told in these documents? How do you think they might feel about what’s going on? This should be two to three sentences
• Restate thesis – Don’t just repeat what you wrote in the introduction paragraph.

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• DBQ - https://www.youtube.com/watch?v=lThRRpYN_0c

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4 Steps to Writing a DBQ

STEP 1: Read the Question!

1. What Time Frame?

If the prompt is about the 18th century, write about the 1700s.

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• What Area of Analysis (Category)?

Social? Political? Economic?

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• What Historical Thinking Skill is in the prompt?
• If it’s causation ->Causation essay.
• If it’s comparison -> Comparison essay.
• If it’s CCOT ->CCOT essay

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• When the readers score essays, they start at zero and add points as the point are EARNED
• All essays can earn up to 7 points if all elements are there

4 Steps to Writing a DBQ

STEP 2: Read and Analyze the Documents

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1. Themes: Social? Political? Intellectual? Cultural? Economic?

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• Categories in the prompt? (usually 3, sometimes 2)

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• Grouping: Fill Your Buckets = Evidence to Support Your Argument

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• Sourcing/Analysis (3) HIPP, HAPP or HAPPY “Let’s Get Happy!”

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4 Steps to Writing a DBQ

STEP 3: Tips To Help You Write Your Thesis

1. AP = Answer the Prompt!

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• Use HTS in the question

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• Make sure thesis is an argument

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• Be specific!

Explain what political realities or social realities you are talking about in your argument.

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4 Steps to Writing a DBQ

STEP 3: Your Thesis Formula

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Despite [Counter Argument], because [Evidence 1] and

[Evidence 2], my argument.

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Make sure thesis is an argument, makes a claim, and the reader should be able to agree or disagree with it.

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4 Steps to Writing a DBQ

STEP 4: Go For The Gold

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Get familiar with the rubric and get those points!

• When the readers score essays, they start at zero and add points as the point are EARNED
• All essays can earn up to 7 points if all elements are there

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Question: Evaluate the extent to which European imperialism affected economies in Africa and/or Asia in the nineteenth and early twentieth centuries.�

THESIS

• Thesis must make a claim that responds to the prompt without restating the prompt;  it must be either at the beginning or the conclusion.

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• Thesis should:

Contain a reference to geography and chronology (Africa and/or Asia in the nineteenth and early twentieth centuries))

Relate to theme of imperialism and economies.

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• Address the HRS of _______________.

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Example of Thesis: Adequate or Inadequate?�

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“European imperialism affected economies in Africa and/or Asia in the 19th and early 20th century.”

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Example of Thesis: Adequate or Inadequate?�

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“European imperialism affected economies in Africa and/or Asia in the 19th and early 20th century.”

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Example of Thesis: Adequate or Inadequate?

“European imperialism in Africa and Asia influenced the development of India and Egypt’s economies.”

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Example of Thesis: Adequate or Inadequate?

“European imperialism in Africa and Asia influenced the development of India and Egypt’s economies.”

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Example of Thesis: Adequate or Inadequate?

“Although European imperialism in Asia and Africa greatly changed the economies of European colonies, it also hindered their global trade.”

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Example of Thesis: Adequate or Inadequate?

“Although European imperialism in Asia and Africa greatly changed the economies of European colonies, it also hindered their global trade.”

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Example of Thesis: Adequate or Inadequate?

“Imperialism played a crucial role in state of economies in Africa and Asia because they introduced new resource-dependent industries while also implementing harsh production demands on the locals of the region.”

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Example of Thesis: Adequate or Inadequate?

“Imperialism played a crucial role in state of economies in Africa and Asia because they introduced new resource-dependent industries while also implementing harsh production demands on the locals of the region.”

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Example of Thesis: Adequate or Inadequate?

“Although imperialism in Asia and Africa between the 19th and early 20th centuries greatly forced their economies to change, these changes often benefited local elites and Europeans.”

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Example of Thesis: Adequate or Inadequate?

“Although imperialism in Asia and Africa between the 19th and early 20th centuries greatly forced their economies to change, these changes often benefited local elites and Europeans.”

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Adequate or Inadequate?�

“Europeans imperialism limited the growth of economies in Africa and Asia because their global trades were hindered.”

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Adequate or Inadequate?�

“Europeans imperialism limited the growth of economies in Africa and Asia because their global trades were hindered.”

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Contextualization

Describes a broader historical context relevant to the prompt.

•Must relate topic to broader historical events or developments

•May occur before, during, or after

•Develop the thought

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(Must accurately describe a context relevant to the role of imperialism in the economies)

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Adequate or Inadequate Contextualization?�

“Imperialism was justified by the white man’s burden.”

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Adequate or Inadequate Contextualization?�

“Imperialism was justified by the white man’s burden.”

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Adequate or Inadequate Contextualization?�

“Imperialism played an important role in the justification for developed nations taking over less developed areas and introducing their ideologies to expand their own power and influence.”

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Adequate or Inadequate Contextualization?�

“Imperialism played an important role in the justification for developed nations taking over less developed areas and introducing their ideologies to expand their own power and influence.”

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Adequate or Inadequate Contextualization?�

“European powers held a series of conferences in the late nineteenth century to defuse tensions between them and avert war over areas of interest.”

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Adequate or Inadequate Contextualization?�

“European powers held a series of conferences in the late nineteenth century to defuse tensions between them and avert war over areas of interest.”

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Evidence

•USES CONTENT OF AT LEAST THREE DOCUMENTS (1 PT.)

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OR

•SUPPORTS ARGUMENT BY USING 6-7 DOCUMENTS (2 PTS.)

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•DO NOT RELY ON QUOTES

•MUST RELATE TO PROMPT

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SOURCES

SOURCES

Sources

Sources

Sources

Outside Evidence

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•AT LEAST ONE PIECE RELEVANT TO ARGUMENT

•MUST BE DESCRIBED

•DISTINGUISHED FROM CONTEXT BECAUSE OF SPECIFICITY

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You should write 3-4 sentences.

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Document Sourcing

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• POINT OF VIEW, PURPOSE, HISTORICAL SITUATION, AND/OR AUDIENCE
• FOR AT LEAST THREE DOCUMENTS
• MUST EXPLAIN

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HIPP SKILLS

Historical Context

• Who created the source?
• When and where was the source produced?
• What do you know about the time period that the document was produced?
• What broad historical theme does the source relate to?

Doc 4

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“The Ndebele ruler, whose territory was probably under a lot of pressure from White settlers as well as from neighboring African groups (historical context), likely thought that he had no choice but to trade away the right to mine raw materials in his country to the English in exchange for guns and a steamboat with which he could defend himself.”(Doc. 4)

Intended Audience

• Who do you think the author wrote this document for?
• How might this affect the reliability of the source?

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“The publication of this perspective on the economic impact of India’s trade with Great Britain in an Indian (Bengali) newspaper was likely meant in part to challenge the intended audience, the Indian Bengali reading newspaper reader’s notions of rigid caste distinctions. By emphasizing that the ‘reluctance to give up hereditary trades’ has become an economic liability, the author is urging Indians to loosen the rigid restrictions in their society in order to make India more adaptable to economic change.”(Doc 3)

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Point of View

Analyze the author’s (C.O.R.N.P.E.G.)

Class

Occupation

Religion

Nationality

Political Position

Economic Identity

Gender

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• How does the author’s point of view affect their reliability?

(DOC. 1)

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“The author of Document 1 was a manager of a Dutch- government- owned sugar factory in Indonesia, influencing his point of view. As a manager, it would have been his duty to report to his superiors about the damage that the Dutch Cultivation System has inflicted on the availability of Indonesian labor for his factory.” (Doc 1)

Purpose:

• Why was this document produced in this time period?
• How might the climate of the time period affect the meaning of the source?

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Doc 7

“The author’s purpose of the account is to document the cruelty of the Germans and the economic hardships placed on Africans working on the cotton plantations. Because the account was given to African historians after Tanzania became independent, they would likely have wanted to emphasize the negative aspects of European imperialism.” (Doc.7)

BECAUSE!!!!!!!!!!

Connotations

Your analyzing should always have the word because it ensures that you ANALYZED the documents yourself and did not just repeat information.

Before you start your essay, write a few key words on the docs that will help you organize your essay. Most importantly, jot down if the document has a positive or negative connotation towards the prompt.

The Unicorn Point

Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

• Explaining nuance of an issue by analyzing multiple variables
• Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects
• Explaining relevant and insightful connections within and across periods
• Confirming the validity of an argument by corroborating multiple perspectives across themes
• Qualifying or modifying an argument by considering diverse or alternative views or evidence This understanding must be part of the argument, not merely a phrase or reference.

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Frequently Asked Questions

Frequently Asked Questions

Frequently Asked Questions

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Frequently Asked Questions

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Frequently Asked Questions

Frequently Asked Questions

HOW TO WRITE A LONG ESSAY QUESTION (LEQ) ESSAY

What is the LEQ?

• Stands for “Long Essay Question”
• It is one of the two large essays you will write on the AP exam
• The second essay is the DBQ (document-based-question)
• 40 minutes
• 15% of your AP exam score
• 6 points total
• One question chosen from three options
• each focusing primarily on historical developments and processes in different time periods—either 1200–1750 (option 1), 1450–1900 (option 2), or 1750–2001 (option 3).

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• Can be one of three types:
• Comparison (similarities and differences)
• CCOT (changes and continuities over time)
• Causation (causes and effects)

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On the exam, your essay must be written in blue or black ink. Get used to writing your essays in class in pen.

Breaking Down the Rubric

Now take a look at the official College Board rubric for the LEQ. Notice there are SIX possible points. Let’s take a look at how you can earn (or attempt to earn) those six points.

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Thesis - 1 point

To earn this point, the thesis must make a claim that responds to the prompt, rather than merely restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

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• The thesis uses specific information to ANSWER THE PROMPT.
• Pretend that the essay prompt is a short-answer-question. If you covered up the rest of your essay, your thesis should answer the question in its entirety.
• Use the LANGUAGE of the prompt.

Contextualization - 1 point

To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or a reference.

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• Should be in your introduction to SET THE SCENE for the rest of your essay.
• Think of the opening crawl text of Star Wars or the prologue of Romeo and Juliet.

Evidence - 2 points

To earn one point, the response must identify specific historical examples of evidence relevant to the topic of the prompt. To earn two points the response must use specific historical evidence to support an argument in response to the prompt.

Analysis and Reasoning - 2 points

To earn the first point, the response must demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning might be uneven or imbalanced. To earn the second point, the response must demonstrate a complex understanding. This can be accomplished in a variety of ways, such as:

• Explaining nuance of an issue by analyzing multiple variables
• Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects
• Explaining relevant and insightful connections within and across periods
• Confirming the validity of an argument by corroborating multiple perspectives across themes
• Qualifying or modifying an argument by considering diverse or alternative views or evidence This understanding must be part of the argument, not merely a phrase or reference.

How to Begin?

• You have 40 minutes to write the essay.
• Use five minutes to prewrite, brainstorm, and plan.
• DO NOT SKIP THIS STEP! It makes for a stronger essay.
• Use one of the following methods, depending on the type of essay you are given:

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Your Comparison LEQ Essay Outline

• Paragraph 1: Introduction:

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• Paragraph 2: similarities (2-3 pieces of evidence)
• Paragraph 3: differences (2-3 pieces of evidence)
• Paragraph 4: conclusion (not required; rewrite and emphasize thesis)

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CONTEXT

(set the scene)

THESIS

(answer the prompt)

Your Causation LEQ Essay Outline

• Paragraph 1: Introduction:

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• Paragraph 2: causes (2-3 pieces of evidence)
• Paragraph 3: effects (2-3 pieces of evidence)
• Paragraph 4: conclusion (not required; rewrite and emphasize thesis)

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CONTEXT

(set the scene)

THESIS

(answer the prompt)

Your CCOT LEQ Essay Outline

• Paragraph 1: Introduction:

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• Paragraph 2: changes (2-3 pieces of evidence)
• Paragraph 3: continuities (2-3 pieces of evidence)
• Paragraph 4: conclusion (not required; rewrite and emphasize thesis)

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CONTEXT

(set the scene)

THESIS

(answer the prompt)

First Step

1. The first thing you need to do with the LEQ is decide which prompt you are going to be responding to. Choose the prompt you feel more comfortable responding to. (For the purpose of this essay I have given you the prompt to do)

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• After you’ve chosen a prompt, you need to choose a skill- either causation, comparison, or CCOT (continuity and change over time). You should choose the skill that you believe fits best with the prompt. The skill that you choose will determine what kind of LEQ you write.

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• Finally, you need to decide how specific or broad you want to make your analysis. Since the prompt deal with political revolutions, are you going to address Atlantic Revolutions in general? Are you going to address only the American Revolution? Are you going to address the French and Haitian Revolutions only? Make a decision.

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Choose a skill

• If you choose to do a CAUSATION essay, you can address:
• Causes
• Effects
• Both causes and effects
• If you choose to do a COMPARISON essay, you can address:
• Similarities
• Differences
• Both similarities and differences
• If you choose to do a CCOT essay, you can address:
• Continuities over time
• Changes over time
• Both continuities and changes over time

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Choose a skill

• While the prompt tells you what you should be writing about, it will not tell you which skill to choose. You are given freedom to choose the kind of LEQ you’re going to write, as long as it fits what the prompt that you chose is looking for.
• Over the next 3 slides are some examples of what you could do with the prompt and skill that you choose.

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Causation Essay

• In the period circa 1450–1750, the global increase in transregional contacts led to both expansion and contraction of existing religions as well as the development of new religious practices.
• Develop an argument that evaluates the extent to which military conflict or conquest was the main cause of religious change in this period.

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Comparison essay

• In the late twentieth century, the spread of free-market economic ideas led to numerous changes around the world.
• Develop an argument that evaluates the extent to which the spread of free-market ideas led to economic change during this period.

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CCOT essay

• In the period before circa 1500, states in the Americas used a variety of institutions, policies, and practices to consolidate and expand their scope and reach.
• Develop an argument that evaluates the extent to which ONE pre-Columbian state in the Americas was successful in consolidating and centralizing its authority during this period.

Thesis Example - Causation

• In the period circa 1450–1750, the global increase in transregional contacts led to both expansion and contraction of existing religions as well as the development of new religious practices.
• Develop an argument that evaluates the extent to which military conflict or conquest was the main cause of religious change in this period.

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• “In the period from 1450 to 1750 Islamic empires such as the Mughals conquered new territories, which spread Islam in places like India.”
• “Contact with European traders and missionaries was the main cause of the spread of Christianity in Africa between 1450 and 1750.”

Thesis Example - Comparison

• In the late twentieth century, the spread of free-market economic ideas led to numerous changes around the world.
• Develop an argument that evaluates the extent to which the spread of free-market ideas led to economic change during this period.

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• “The spread of free-market ideas in the late twentieth century contributed to the end of the Cold War and the spread of economic liberalization in the former Soviet Union and Eastern Europe.”�
• “During the late twentieth century ideas of free trade and economic liberalization spread from Western capitalist economies to socialist economies such as the USSR and China, which led to political and economic changes in many developing states.”

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Thesis Example - CCOT

• In the period before circa 1500, states in the Americas used a variety of institutions, policies, and practices to consolidate and expand their scope and reach.
• Develop an argument that evaluates the extent to which ONE pre-Columbian state in the Americas was successful in consolidating and centralizing its authority during this period.
• “As their agrarian empire expanded through conquest, the Mexica Empire centralized their bureaucracies.”� - mention what changed and what remained the same.
• “In the pre-Columbian Americas Inca rulers developed increasingly centralized state bureaucracies, an extensive infrastructure system, and a highly trained military in order to rule their expansive empires.”

- mention what changed and what remained the same.

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Evidence – Provide Specific Example

• To get this point, you need to make sure that you include plenty of specific examples (proper nouns).
• Don’t just drop them into your paper- you need to explain them.
• A good rule of thumb is to have at least 3 specific examples per body paragraph- this is a minimum expectation- add more if you can.

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Evidence – Support Your Argument

• In addition to including plenty of specific examples, you need to explain how each specific example relates to your argument.
• You should have very distinct sentences connecting your evidence to your argument!
• Example:
• “Peaceful proselytizing by Franciscan monks and Protestant missionaries in conquered territories contributed to the spread of Christianity.” (Uses multiple, specific pieces of evidence to support the argument regarding military conflict or conquest as the main cause of religious change in the period 1450 to 1750).”

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• “In response to the Protestant Reformation in Europe, Spanish and Portuguese conquerors in the Americas strongly supported the spread of the Catholicism.” (Uses evidence to support the argument regarding military conflict or conquest as the main cause of religious change in the period 1450 to 1750)

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Historical Reasoning

• This point is awarded for your ability to adequately frame your argument using the skill you chose. You will need to provide in-depth analysis of each component of your argument.
• CAUSATION- You need to thoroughly analyze causes, effects, or both (whatever you chose to do in your essay)
• COMPARISON- You need to thoroughly analyze similarities, differences, or both (whatever you chose to do in your essay)
• CCOT- You need to thoroughly analyze continuities, changes, or both (whatever you chose to do in your essay)

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Complexity

• Look at the bottom of your rubric (under complex understanding) for a list of options you can choose from. Choose one of these options to show complex understanding of the topic.
• Remember, if you did any of the following, and you have in-depth analysis of both things, you can essentially build in complex understanding:
• ○ Causation- Address both causes and effects (requires in-depth analysis of both)
• ○ Comparison- Address both similarities and differences (requires in-depth analysis of both)
• ○ CCOT- Address both changes and continuities (requires in-depth analysis of both)
• Other options to earn complex understanding:
• ○ Synthesis connection- make a connection to something that’s similar to something you mentioned in your essay. This could be a connection to a different region or a different time period. Fully explain the connection.
• ○ Corroborate- Bring in other sources or perspectives to back up (reinforce) a claim that you made.
• ○ Qualify (counter-argument)- Identify and fully explain what someone who feels differently might disagree with. What would they argue?
• Whichever you choose, to get the point, it takes in-depth analysis! A simple mention will not get it!

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Paragraph Structure - Causation

Paragraph Structure - Comparison

Paragraph Structure - CCOT

Frequently Asked Questions

Frequently Asked Questions

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Frequently Asked Questions

Frequently Asked Questions

Test Preparation Tips

Choose a Study Guide

• Choose an AP Study Guide that is right for you. Some AP World History teachers prefer certain study guides over others
• One guide that is excellent is Advanced Placement Edition World History: Modern [1200-Present] published by Amsco. Another great guide is Princeton Review AP World History: Modern Premium Prep, 2022: 6 Practice Tests + Complete Content Review + Strategies & Techniques (2022) (College Test Preparation)
• It contains very easy to read sections covering the historical content of the exam. �

Textbook and Study Guide

Watch History Videos

• Heimler’s History��
• AP World History College Board Videos��
• AP Daily Live Review Videos ��
• Around the AP World in 80 Days

Watch History Videos

• Watch the World History by Crash Course videos on YouTube. They are each about 10 minutes, and entertaining! They are also packed with valuable information for the AP test.
• World History by Crash Course – Part 1 - 42 Videos
• World History by Crash Course – Part 2 - 30 Videos

Practice Makes Perfect

Thank you!��Good luck, and May The Force Be With You…

Please feel free to contact me (Mr. Sultz) at my email: ��bsultz@dadeschools.net

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www.sultztonianinstitute.com

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