Student Seminar for AP World History - Mr. Geoffrion2).pdfBelow is a DBQ prompt from the 2012 AP...

Student Seminar for AP World History

Image Source: www-pvhs.stjohns.k12.fl.us

Michael Geoffrion Timothy Ferrell

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Table of Contents The Exam ………………………………………………………………………………………………………………………………………….3 The Essays…………………………………………………………………………………………………………………………………………4

DBQ………………………………………………………………………………………………………………………………………4 C/COT……………………………………………………………………………………………………………………………………8 Comparative………………………………………………………………………………………………………………………..10 Essay Tips…………………………………………………………………………………………………………………………….12

Multiple Choice………………………………………………………………………………………………………………………………..13 Multiple Choice Tips…………………………………………………………………………………………………………….14

Essay Rubrics…………………………………………………………………………………………………………………….Appendix A 2012 DBQs and 2009, 2010, 2012 FRQs…………………………………………………………………………..…Appendix B Practice Multiple Choice Questions…………………………………………………………………………………..Appendix C Cram Packets…………………………………………………………………………………………………………………….Appendix D Periodization Matrix………………………………………………………………………………………………………….Appendix E

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The Exam Description from College Board1 The AP World History Exam is 3 hours and 5 minutes long and includes both a 55-minute multiple-choice section and a 130-minute free-response section. The multiple-choice section of the examination accounts for half of the student's exam score, and the free-response section for the other half.

Question Type Number of Questions Timing

Multiple-choice 70 questions 55 minutes

Document-based question 1 question 50 minutes (includes a 10-minute reading period)

Continuity and change-over-time essay 1 question 40 minutes

Comparative essay 1 question 40 minutes

Multiple-Choice Section Section I consists of 70 multiple-choice questions designed to measure the student's knowledge of world history from Period 1 to the present. This section follows the percentages listed below; questions will draw from individual or multiple periods:

Periods Period Weights

1 Technological and Environmental Transformations to c. 600.B.C.E. 5%

2 Organization and Reorganization of Human Societies c. 600.B.C.E. to c. 600 C.E. 15%

3 Regional and Transregional Interactions c. 600 C.E. to c.1450 20%

4 Global Interactions c. 1450 to c. 1750 20%

5 Industrialization and Global Integration c. 1750 to c. 1900 20%

6 Accelerating Global Change and Realignments c. 1900 to Present 20%

Multiple-choice questions will also measure various geographical regions, with no more than 20 percent of multiple-choice questions focusing solely on Europe. Free-Response Section In Section II, the free-response section of the exam, Part A begins with a mandatory 10-minute reading period for the document-based question. Students should answer the document-based question in approximately 40 minutes. In Part B students are asked to answer a question that deals with continuity and change over time (covering at least one of the periods in the concept outline). Students will have 40 minutes to answer this question, 5 minutes of which should be spent planning and/or outlining the answer. In Part C students are asked to answer a comparative question that will focus on broad issues or themes in world history and deal with at least two societies. Students will have 40 minutes to answer this question, 5 minutes of which should be spent planning and/or outlining the answer.

1 11 College Board: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.html 2013

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The Essays We will begin today’s lesson with the AP World History essays. Right now you’re thinking “but don’t we do the multiple choice section first?” Yes, you are correct hypothetical Lake County student who I just used as a rhetorical device, but improving your essays will have a greater effect on your overall exam score than learning more “stuff” (not to discount the value of content knowledge. Two of the three essays require it). You see, there are 120 possible points on the AP World History exam, sixty points from the multiple choice and 60 from the essays. There are 70 multiple choice questions and three essays that are graded according to nine point rubrics. That means each multiple choice question has a multiplier of around .855 per question while your essays have a multiplier of 2.5. Translation: every point you get on an essays is like answering three more multiple choice questions correctly. Keep in mind that these essays are formal, academic writing. That means there are certain conventions like topic sentences that should be included, and students should avoid using pronouns like “you” or “I.” Obviously, this little student packet is much less formal than how you should write for the AP exam (there are some good examples in the appendices of how you should write).

The DBQ Of the three essays, this is the only one that can be written with “zero” background knowledge. It is a research essay where the research is already done for you. All that is left is interpreting the research to write an essay. College Board suggests that a DBQ, from start to finish, should take 50 minutes. This includes 10 minutes just for document analysis and prewriting. Be sure to look over the DBQ rubric in Appendix A. While the generic rubric states that DBQ essay should analyze the point of view in at least two documents and identify at least one additional document, it is suggested that you point out POV in every document (if you can), suggest three additional documents, and add any outside information (if you have the knowledge). Doing any two of these would earn your essay expanded core points (if you already have earned the basic core points). Below is a DBQ prompt from the 2012 AP World History exam (the entire DBQ can be found in Appendix B):

1. Using the following documents, analyze the relationship between cricket and politics in South Asia from 1880 to 2005. Identify an additional type of document and briefly explain how it would help analyze the relationship between cricket and politics. Historical Background: Great Britain directly ruled the Indian subcontinent from 1858 to 1947, when the colony was split into the independent states of predominantly Hindu India and predominantly Muslim Pakistan

Grouping the Documents After you read the prompt, it is time to Analyze and group the documents. College Board mandates that the first 10 minutes of the essay portion of your exam be set aside exclusively for document analysis and pre-writing. After you have looked over your documents, you should be able to group them. How do you group them? Well, a good starting point would be SPRITE

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Social Political Religious Intellectual Technology Economic

SPRITE, of course, is just a starting point. A good AP student will try to get a bit more specific than these broad catagories when grouping their documents. A good way to transition from a broad category to a more specific one in your essay would be a “such as” statement or using the phrase “for example” and then elaborating on the more specific group. The DBQ Thesis First and foremost, your thesis should answer the prompt, include dates (if dates are included in the prompt) and provide a roadmap identifying your groups. Again, if the groups are a bit broad (SPRITE) be more specific by using phrases like “such as” and “for example.” A good thesis should take a stand. It is a stated argument or position.

Reread the DBQ prompt above. Your thesis is your answer to the prompt. So, what is the prompt is asking the student to do? The following are the minimum requirements for an acceptable thesis for this prompt:

• The thesis must address a specific relationship between cricket and politics in South Asia, using evidence from the documents. • The thesis must be explicitly stated in the introduction or the specified conclusion of the essay. • The thesis may appear as one sentence or multiple sentences. • A thesis that is split among multiple paragraphs is unacceptable. • A thesis that merely restates the prompt is unacceptable. • The thesis cannot be counted for credit in any other category.

The following would be an inadequate thesis:

From 1880 to 2005, a strong relationship was established between the sport of cricket and the practice of politics in South Asia.

What’s wrong with it? This writer merely restated the prompt. The thesis does not specifically address what the relationship was between cricket and politics; it only acknowledges that there was a relationship. Of course there was a relationship! If there wasn’t, the College Board would not have an essay prompt about it. It is the job of the AP student to explain what that relationship was. Below is adequate thesis for this prompt:

From 1880 to 2005, the relationship between cricket and politics in South Asia is expressed in the way it united people around a love of the sport and created a sense of national pride. However, despite this sense of unity, teams formed around common religious beliefs would serve to further divide Hindu and Muslim populations.

What’s so good about it? It addresses specific relationships between cricket and politics in South Asia and it provides a roadmap built around three groups: bringing people together, creating a sense of

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national pride, and creating division among religious groups. Also notice that the groups are simply elaborating on the broad categories found in SPRITE (Social, Political, and Religious). There will be no surprises in this essay. The thesis stated an argument, and the body paragraphs (built around the groups) will explain why that argument is correct. Point of View (POV) POV is an area that causes a lot of problems for AP students. Good point of view analysis should identify the source of the document, and explain how the identity of that source affects the opinion found in the document. State the point of view outright, do not simply imply. The POV criteria for the 2012 DBQ is as follows:

• Point of view explains why this particular person might have this particular opinion, or what particular feature informs the author’s point of view. • Students must move beyond mere description by explaining a document’s tone, the characteristics of the author, the intended audience, and/or how the intended outcome may have influenced the author’s opinion. • Students may challenge the veracity of the author’s opinion or point of view but must move beyond a mere statement that the author is “biased” by providing some plausible analysis. • Mere attribution is not sufficient. Attribution is copying or repeating information verbatim from the source line of the document.

Also, while the generic rubric only requires POV for two documents, there have been some years where POV had to be addressed in as many as three documents. Successfully addressing POV in all documents can result in earning expanded core points, as long as other criteria are met. Below is an attempt at POV that falls short:

It is important to note, however, that this document is from a group of Indian cricket players and is therefore subject to bias.

What’s wrong with it? The writer only noted the identity of the source and did not explain how that identity affects the opinion expressed in the document. They only claim that the opinion is biased, but do not explain what that bias is. This would satisfy POV for document one:

As Indian men, the authors of this document are more likely to have feelings of anger at the British due to the subjugated status of all Indians, not just on the cricket field, but in their own country as well.

Again, the basic core only requires POV for two documents, but try for every document. If you miss on a few attempts, at least you’ll have more to fall back on to ensure you get the points. Also, POV for every document is an easy way to get expanded core points.

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Additional Documents As stated earlier, while the basic core only requires one additional document, you should suggest three. But, it is not enough to simply suggest an additional document. To get the points, you must also explain how that additional document would help better answer the prompt. Sometimes the additional document can relate to the POV of another document, if the additional document would help gain a clearer picture by overcoming the bias found in a provided document, but most of the time the additional document(s) will be a “missing voice,” a source which is not provided in the documents, but would be helpful if it were. Below are the Additional Document requirement for the 2012 DBQ:

• Students must identify an appropriate additional document, source, or voice and explain how the document or source will contribute to analysis of the relationship between cricket and politics in South Asia.

Usually, there will be an obvious “missing voice” in the DBQ. To get the point, identify the missing voice and explain how hearing from that source would help answer the prompt. Always tie it to the prompt. It is not enough to suggest an additional document from a peasant girl simply because “there are no documents from peasant girls.” Also, the document should be something that could actually exist. So, for a DBQ on the Black Death, a peasant girl’s video blog from her YouTube channel would not work, but a peasant girl’s diary might (never mind that most peasant girls were illiterate. It could exist). Here is a very poor attempt to gain additional document points on the 2012 DBQ:

I would like a document from an English political leader from before cricket was introduced to see if feelings really did change. In addition, a document from the point of view of a woman would explain if her life was changed by cricket.

Setting aside the informal phrasing in the use of “I,” Do you see where this writer went wrong? There are two attempts, and both fall short. The first one from an English political leader addresses a change in “feelings” and the other, from a woman, addresses a change in “life.” The problem is the essay is supposed to be about the relationship between cricket and politics. Any successful attempt of the additional document point should address that relationship. Look below for a successful suggestion of an additional document:

An additional document from an Indian woman would give a more complete picture of the relationship between cricket and politics as women were kept out of the political arena. This additional document might show if women’s status in politics played out in a similar manner on the cricket field.

This suggestion of an additional document clearly ties the document to the prompt. Some students might think the reason for the document from a woman is obvious, but it is wrong to assume that. Be explicit in explaining how the additional document would help answer the question; assume nothing on behalf of the reader. The last thing you want as an AP student is for a grader to read your suggestion and say, “so what? How would that help?”

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One Last Thing The rules for writing any essay also apply to the DBQ. One problem students will often have with their writing is the use of topic sentences. A topic sentence should be the first sentence of each of the body paragraphs. It is the main idea of the paragraph, and should connect that paragraph to the thesis. As a good DBQ thesis is a “three part” thesis identifying the three ways the AP student grouped the documents, each of those groups should be highlighted in their own topic sentences within the body. Let’s take another look of our thesis for the 2012 DBQ:

From 1880 to 2005, the relationship between cricket and politics in South Asia is expressed in the way it united people around a love of the sport and created a sense of national pride. However, despite this sense of unity, teams formed around common religious beliefs would serve to further divide Hindu and Muslim populations.

The topic sentence for the first body paragraph may look something like this:

While politics often divides people, cricket served as a means to erase political distinctions around a common love of the sport.

Do you see how the topic sentence calls back to the thesis? A common mistake made by students is simply starting a paragraph with something like the following:

Document one says… This is not a topic sentence; it does not show grouping; it does not show analysis or using the documents as evidence to prove an argument, and it will cost this student points on their essay. Something as simple as topic sentences can solve all of these things.

Continuity/Change Over Time (C/COT) Unlike the DBQ, it takes AP World History content knowledge to write the C/COT essay. However, keep in mind that 50% of your AP score will be determined by the multiple choice section as well, and bringing in outside information on your DBQ could qualify for expanded core points. Improving your content knowledge will help you score well in all areas of the exam (there are some neat tools to help you out with this in the appendices). Review the C/COT rubric in Appendix A before proceeding. This may seem complicated, but as long as your essay identifies things (whatever the prompt is asking about) that changed and things that stayed the same during the time and place specified, you are probably on the right path. Thesis The rules for a good C/COT thesis are similar to that of the DBQ, except the “groups” will instead be specific (and accurate) continuities and changes relating to the prompt. If thesis statements are an area in which you struggle, here is a suggested format for a generic C/COT thesis:

During the time period between (X) and (Y) in (wherever), (1,2,3) remained constant while there were significant changes in (4,5,6).

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Be specific (and accurate) when describing the numbered items. SPRITE could be a helpful tool in this as well, but not always. The generic thesis identifies three changes and three continuities. This is a bit more than what is required, but could help for evidence. Now, let’s look at a specific example based on the modified C/COT question from 2009:

Analyze continuities and changes in patterns of interaction along the Silk Roads from 200 B.C.E. to 1450 C.E.

Here are the thesis requirements for the 2009 C/COT essay:

• Addresses the global issues and the time period(s) specified. • The thesis correctly specifies BOTH continuity and change in patterns of interactions along the Silk Roads from 200 B.C.E. to 1450 C.E. • Students need not address “the patterns” but must address interactions. Examples: religions, diseases, economic systems, technology, animals, products. • The thesis must be explicitly stated in the introduction or the conclusion of the essay. • The thesis may appear as one sentence or as multiple sentences. • A thesis that is split among multiple paragraphs or merely restates the prompt is unacceptable. For example, “There were many continuities and changes …” is not acceptable. • The thesis CANNOT count for any other point.

This is an adequate thesis:

During the time period between 200 BCE and 1450 CE continuities along the Silk Road included little change in the basic products traded, and the diffusion of ideas and disease, while who controlled of the trade route, the role of nomadic peoples, and the balance of trade between the East and West changed over time.

This thesis answers the prompt. It addresses both change and continuity, as well as includes when, where and what the essay is about. This is inadequate:

The Silk Roads impacted trade in many lands. Trade was facilitated by allowing merchants to travel from land to land safely and secure trade over the Silk Roads also impacted economies in Europe, India, and Asia.

This is an accurate description of the Silk Road, but does not address continuity and change. Evidence The generic thesis is set up to identify three changes and three continuities. This may seem a bit excessive when (most years) two changes and continuity or two continuities and a change is enough to get the point and enough for addressing all parts of the question in the body of your essay, but the reason for the suggestion of “three and three” is to address another point: evidence. Most years, students are expected to provide 5-6 pieces of evidence, historical facts/examples that support the

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thesis. If you have three continuities and three changes, you can earn both evidence points simply by providing one example for each of these. Addressing All Parts of the Question This was mentioned above, but not explained. You will have to address enough continuities and enough changes to earn this, and simply mentioning them in your thesis will not cut it. The thesis can only count as the thesis point. The points for addressing all parts of the question come from good topic sentences. Analysis Analysis is simply answering why. Why had something changed? Why had something stayed the same? Use phrases such as “due to” or even the word “because” can show analysis. This, of course, requires some background knowledge. Context This means connecting the essay to historical themes that may have impacted your continuities and changes. For example: any essay taking place in the 1750-1900 period would have a backdrop of Enlightenment inspired revolutions, Industrialization, and Western Imperialism. Connect any of the continuities or changes to these ideas and you have placed them within a larger historical context. Expanded Core You may have noticed that the expanded core points for this essay are essentially doing the things in the basic core either more often, or better than what is required. More evidence, multiple points of analysis, connecting to a larger global context, or putting a little analysis in your thesis (________, ________, and _________ changed due to…), could all result in expanded core points.

Comparative You have likely been writing comparative essays since elementary school, so all you needed to learn was the AP World History way to do it. The biggest difference is that in elementary school comparing and contrasting are two different skills. In AP classes (and college) to compare is to identify both similarities AND differences. Many of the rules for the other two essays (like the thesis rules, and analysis) also apply here. Take a minute to look over the Comparative rubric in Appendix A. Thesis A good thesis should identify what you are comparing, when you are comparing it, and identify similarities and differences. Once again, a generic model is provided below:

During the time period between (X) and (Y), (thing you are comparing 1) and (thing you are comparing 2) were very similar in that both (1,2,3), but were different in (1,2,3).

Like the C/COT, the numerated items should be specific and accurate; in this case, specific similarities and differences. SPRITE, like in the others, can be a good starting point for this. Also, while there has never been a year where six comparisons (three similar/three different) were required, doing so will make it easier to earn the evidence points in the body. And, again, a thesis can easily qualify for expanded core points by adding a “due to” statement and making it an analytical thesis.

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Now let’s look at a specific example from 2009:

Compare the effects of racial ideologies on North American societies with those on Latin American/Carribean societies during the period from 1500 to 1830.

In 2009, this the AP graders were looking for the following in the thesis:

• The thesis must include BOTH North America and Latin America/Caribbean. • The thesis must address BOTH ideology and effects of ideology (although not necessarily defined). • The thesis must show some notion that the student has understood “racial ideology” (may be general, such as racism or racial superiority). • The thesis must identify a valid similarity OR difference. • The thesis must be relevant to the time period, but the dates need not be explicitly cited. • The thesis must be explicitly stated in the introduction or the conclusion of the essay. • The thesis may appear as one sentence or as multiple sentences. • A thesis that is split among multiple paragraphs or merely restates the prompt is unacceptable. • The thesis CANNOT count for any other point.

While the dates were not necessary that particular year, you need to understand that there have been years when the dates were required for the thesis point. On exam day, you will be writing an essay to a rubric that has not been created yet. For that reason, it is better to be safe than sorry. Always include the dates in every thesis you write. This is an adequate thesis:

From 1500-1830, the effects of racial ideologies on North American and in Latin American societies were similar in that both groups viewed those of European ancestry as superior and enslaved those who were viewed as “others.” However, Latin American views on race were more nuanced with a complex social hierarchy whereas North American views were simple.

This thesis contains everything the graders are looking for racial ideologies in both North American and Latin America are addressed with two similarities and a difference. This may be fewer comparisons than the generic thesis, but it does the job. The writer will have to provide around two pieces of evidence for each comparison to make sure they earn all of the evidence points. This is unacceptable for a thesis:

From 1500 to 1830, the racial ideologies between Latin America and North America have affected Society in many of the same ways. But there are a few differences

This writer provided no qualifiers. There are no specific similarities or differences stated, only the acknowledgment that similarities and differences existed. Of course similarities and differences existed; it is the job of the AP World History student to explain what those similarities/differences were. Direct Comparisons The rubric requires direct comparisons. The thesis is a direct comparison, but it can only count as a thesis point. The direct comparisons are going to take place in your topic sentences, and your topic sentences will be based on your thesis. An example might look something like “Both (X) and (Y) had __________” or “(X) did _________, while (Y) _________”

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Analysis Remember, analysis means to explain why. Why does a similarity or difference exist? Could one civilization/group have influenced the other to explain why things are the same? Was there a difference in economics or religion that may explain a difference in social structure? Every direct comparison should be followed with an attempt at analysis. Expanded Core Expanded core is the result of doing things either more or better than the basic core. Multiple direct comparisons (like your topic sentences) and analyzing the reason behind those direct comparisons are the easiest way to earn expanded core points. Also, putting the information into a larger global historical context (Both colonization, the Trans Atlantic Slave Trade, and the independence movements of the 18th and 19th centuries would be good context for the 2009 essay).

Essay Tips: Here are a few tricks to help on the essays. Some of these were mentioned earlier, but not all of them. One tip: While the order in which the essays are presented in are the same as presented in this packet, you can choose which essay to begin (after the mandated 10 minutes of document analysis/prewriting). You should begin with whichever essay you have the most confidence in. For most students that is the DBQ, but if the topic in the comparative essay is something you know you can write about quickly, it makes sense to get that one out of the way and move on to the next one. DBQ To make sure you are using every document, put a giant “X” over each document after you address it in your essay. Pointing out the POV of every document and suggesting an additional document for each of your groups is the easiest way to earn expanded core points. Remember SPRITE can be a useful starting point for grouping the documents. C/COT & Comparative Use the generic thesis statements as models, but don’t be boxed in by them. If you cannot think of three continuities/changes or three similarities/differences, think of as many as you can and write the essay. As for expanded core points, below is a neat tool to make sure you get those as well. Make sure each body paragraph contains TASC

Topic Sentence that calls back to the thesis Analysis as to why a continuity/change or similarity/difference exists Support with historical evidence/examples Connect to a larger, global, historical context

10 Minutes Left Since students decide the order to write the essays, the last essay could be different for everyone as well. Ideally, you should be able to write each of these essays in 40 minutes each. But what if you take a little more time on one of the essays? You could find yourself with only ten minutes left in the exam and an entire essay to write. What do you do then? WARNING: these tips will not result in good essays, and require everything to be done perfectly to even get a few points. Do not do this in place of all of the

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essays because you will likely fail the exam. This is only to give you a shot at getting another point or two in a very short time. That one point could be the differences between a 2 or a 3 on the AP exam. 10 minutes left on the DBQ: Write a good thesis, point out the POV of three documents (maybe one will hit) and suggest a few additional documents and explain how they would help answer the prompt. If you do everything right, you could get three points. Chances are you might do something wrong (especially under such stress), but if you can get one point, that is one you wouldn’t otherwise have. 10 minutes left on the C/COT: Write a good thesis, write your topic sentences (addressing all parts of the question) and analyze why each of the continuities/changes occurred. If done properly you have just earned four points. 10 minutes left on the Comparative: Write a good thesis, write your topic sentences (direct comparisons) and analyze why each similarity/difference existed. This could also earn four points.

Multiple Choice The Multiple Choice section is the actually the first part of the exam. There are 70 questions with four distracters (answer choices) each. You earn a point for every correct answer, and there is no penalty for guessing, so answer every question. Section I (the multiple choice section) must be completed in 55 minutes. That means you have around 45 seconds to spend on each question. The multiple choice questions are going to focus on the themes, key concepts and historical thinking skills you learned in your AP World History class. There are multiple tools to help with background knowledge in the appendices D and E (Cram Packets and the Le Grande Review packet). All questions will relate to one of the five themes of World History:

Theme 1: Interaction Between Humans and the Environment. Theme 2: Development and Interaction of Cultures. Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems. Theme 5: Development and Transformation of Social Structures.

Each question will also address one of the following skills: Causation Comparison Contextualization

Continuity and Change Over Time Argumentation Interpretation

Synthesis Periodization Use of Evidence

Also, many questions will include various stimuli such as:

written primary sources visual primary sources quantitative (charts, graphs, and tables)

works of art Maps Historical works (secondary sources)

30 Practice questions from College Board can be found in Appendix C

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Multiple Choice Tips: 1 Multiple Choice = 4 True/ False: Each multiple choice question includes four distracters (possible answers) instead of picking the right answer, treat the question as four true or false questions. Picking out which choices seem plausible, and eliminating which ones are wrong will help answer the difficult questions Right Information, but Wrong Time/Place: Many of the distracters will contain historical facts that you will recall from class and/or your textbook, but they are actually true for a different place or time. Don’t fall for this by picking the first answer that looks familiar. Time Management: As mentioned earlier, 70 questions in 55 minutes works out to 45 seconds a question. Also, many of these questions include stimuli such as maps, charts, graphs, and passages. Some of those passages are a bit long, but that question isn’t worth any more than the questions you can answer quickly. So, skip the questions with the long passages and come back to them when you finish. Just make sure you don’t lose your spot on the answer sheet and start bubbling in for the wrong questions. 2 Minutes/ More Than 10 Questions Left: If you spent a little more than 45 seconds on each question, you may find yourself with more questions at the end than you have time to answer. If you find yourself with two minutes left in the multiple choice section and more than 10 questions left, pick a letter and bubble in the remaining answers. With four choices per question, you have a 25% shot at getting a correct answer by guessing. If you have 12 questions left, it is likely that 3 or more have an answer of “C.” At the pace you must be going to find yourself in this situation, you would be lucky to get through two more questions if you read them through, and even then you may miss one of them. By putting “C” in for all of the remaining questions, you could get three or more correct.

Appendix A:

Essay Rubrics Note: The top portion of rubric is the APWH essay rubric from College Board. However, there is a grade conversion chart on the bottom of each rubric. This chart has little to do with Scores on AP exams and has everything to do with how I score essays for my students. –M. Geoffrion

SCORING GUIDE FOR AP WORLD HISTORY DBQ QUESTION

1. Has acceptable thesis. [1] _______

2. Uses all documents and Understands the basic

meaning of the documents cited

(may misinterpret 1 document) [1] _______ 3. Supports thesis with appropriate evidence all

or all but one of the documents [2]

(from all but 2 documents) [1] _______

5. Analyzes POV in at least two documents [1] _______

6. Groups documents in at least 2 ways [1] _______

7. Identifies one type of appropriate

additional document [1] _______ (must demonstrate how this document would support the thesis statement)

You must earn all 7 BASIC CORE points to qualify for any EXPANDED CORE points

Has a clear, analytical and comprehensive thesis _______ Identifies more than one type of appropriate additional document _______ (must demonstrate how this document would support the thesis statement)

Analyzes POV in all documents _______ Brings in appropriate outside information _______

GRADE CONVERSION 9 = 100 8 = 95 7 = 90

6 = 85 5 = 80 4 = 70

3 = 65 2 = 60 1 = 50

NAME SCORE:

BA

SIC

CO

RE

Co

mp

ete

nc

e (7

pts)

EX

PA

ND

ED

CO

RE

Ex

ce

llen

ce

(2 p

ts)

SCORING GUIDE FOR AP WORLD HISTORY CCOT QUESTION 1. Has acceptable thesis. 1 point __________ (Addresses the global issues and time period specified) 2. Addresses all parts of the question 2 points (Addresses most parts of the question-

eg: change but not continuity.) 1 point _________ 3. Substantiates thesis with appropriate

historical evidence. 2 points (Partially substantiates thesis with appropriate

historical evidence.) 1 point _________

4. Uses historical context effectively to explain

changes over time and continuities 1 point __________

5. Analyzes the process of change over time

and / or continuity 1 point __________

You must earn all 7 BASIC CORE points to qualify for any EXPANDED CORE points Has a clear, analytical and comprehensive thesis ________

Fully addresses all parts of the question ________ Provides ample historical evidence ________ Relates comparisons to larger global context ________

Makes direct comparisons consistently between or among societies or between time periods ________


6 = 85 5 = 80 4 = 70

3 = 65 2 = 60 1 = 50

NAME SCORE:

BA

SIC

CO

RE

Co

mp

ete

nc

e (7

pts )

EX

PA

ND

ED

CO

RE

Ex

ce

llen

ce

(2 p

ts)

SCORING GUIDE FOR AP WORLD HISTORY COMPARATIVE QUESTION 1. Has acceptable thesis. 1 point __________ (Addresses comparison of the issues or themes specified)

2. Addresses all parts of the question 2 points (Addresses most parts of the question. Eg: deals

With differences but not similarities) 1 point _________ 3. Substantiates thesis with appropriate

historical evidence. 2 points (Partially substantiates thesis with appropriate

historical evidence.) 1 point _________

4. Makes at least one or two relevant, direct

comparisons between or among societies. 1 point __________

5. Analyzes at least one reason for a similarity

Or difference in direct comparison 1 point __________

You must earn all 7 BASIC CORE points to qualify for any EXPANDED CORE points Has a clear, analytical and comprehensive thesis ________

Fully addresses all parts of the question ________ Provides ample historical evidence ________ Relates comparisons to larger global context ________

Makes several, consistent direct comparisons ________ Consistently analyzes cause/ effect of similarities and differences ________


6 = 85 5 = 80 4 = 70

3 = 65 2 = 60 1 = 50

NAME SCORE:

BA

SIC

CO

RE

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EX

PA

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ED

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Ex

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Appendix B: 2012 DBQ

2009, 2010, and 2012 FRQs

AP® World History 2012 Free-Response Questions

About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. © 2012 The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo are registered trademarks of the College Board. Admitted Class Evaluation Service and inspiring minds are trademarks owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Permission to use copyrighted College Board materials may be requested online at: www.collegeboard.org/inquiry/cbpermit.html. Visit the College Board on the Web: www.collegeboard.org. AP Central is the official online home for the AP Program: apcentral.collegeboard.org.

2012 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS

© 2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.

2012 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS

© 2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.

-9-

WORLD HISTORY SECTION II

Part C (Suggested planning and writing time—40 minutes)

Percent of Section II score—33 1/3 Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: • Has a relevant thesis and supports that thesis with appropriate historical evidence. • Addresses all parts of the question. • Makes direct, relevant comparisons. • Analyzes relevant reasons for similarities and differences.

3. Compare demographic and environmental effects of the Columbian Exchange on the

Americas with the Columbian Exchange’s demographic and environmental effects on ONE of the following regions between 1492 and 1750.

Africa

Asia

Europe

STOP

END OF EXAM

Appendix C: Practice Multiple Choice

Questions from the AP World History Course Exam

Description

AP World History Exam Information

93

Sample Multiple-Choice Questions

�e following are examples of the kinds of multiple-choice questions typically found on the AP World History Exam. �e topics and the level of di�culty in these sample questions are comparable to what students will encounter on an actual AP Exam. Beginning with the May 2012 administration of the AP World History Exam, multiple-choice questions will contain four answer options, rather than �ve. �is change will save students valuable time without altering the rigor of the exam in any way. A student’s total score on the multiple-choice section is based on the number of questions answered correctly. Points are not deducted for incorrect answers or unanswered questions. An answer key to the multiple-choice questions can be found on page 108.

As a guide for teachers, each sample multiple-choice question below is followed by a box that shows the question’s alignment with the AP World History Curriculum Framework key concepts, themes, and historical thinking skills.

Directions: Each of the questions or incomplete statements below is followed by four suggested answers or completions. Select the one that is best in each case and then �ll in the corresponding oval on the answer sheet.

1. Which of the following was the major e�ect of the Neolithic Revolution?

(A) �e establishment of sedentary village communities

(B) �e spread of a migratory way of life

(C) A decline in total population

(D) An increase in the use of bronze tools

Alignment with Curriculum Framework

Key Concept Theme Skill

1.2.I.A (page 26) Theme 1: Interaction Between

Humans and the Environment.

Causation

Return to the Table of Contents

© �e College Board


94

2. Which of the following occurred as a result of the development of agriculture in societies that previously relied on hunting and gathering?

(A) Conditions for women improved.

(B) �e incidence of disease declined.

(C) Population density increased.

(D) Degradation of the environment lessened.



1.2.II.A (page 26) Theme 1: Interaction Between


Causation

3. Which of the following was an important reason for the fall of the Roman, Han, and Gupta empires?

(A) A long period of drought that destroyed crops and livestock

(B) �e use of slaves in their armies

(C) Intensi�ed invasions and security issues along their frontiers

(D) A refusal to tolerate Christianity



2.2.IV.B (page 37) Theme 3: State-Building,

Expansion, and Conflict.

Comparison

4. Before 500 C.E. Judaism and Hinduism were similar in that both

(A) had written scriptures and an ethical code to live by

(B) spread widely around the Mediterranean

(C) promoted teachings about reincarnation

(D) advocated a monastic life and a rejection of the world



2.2.IV.B (page 37) Theme 2: Development and

Interaction of Cultures.

Comparison




95

5. �e photograph above of a mosque (�rst erected in the fourteenth century) in the modern-day West African country of Mali best exempli�es which of the following historical processes?

(A) Imposition of religion through military conquest

(B) Spread of religion along trade routes

(C) Abandonment of indigenous cultural styles in the face of colonization

(D) Con�ict between local and universalizing religions



3.1.I.A (page 40);

3.1.I.D (page 42)

Theme 2: Development and


Contextualization

6. �e spread of Bantu-speaking peoples over southern Africa before 1400 C.E. can be best explained by their

(A) conversion to Islam

(B) use of cavalry

(C) centralized political systems

(D) knowledge of agriculture



3.1.II.B (page 43) Theme 1: Interaction Between


Causation




96

�e Crusader states were able to cling to survival only through frequent delivery of supplies and manpower from Europe. [�ey] were defended primarily by three semi-monastic military orders: the Templars, the Hospitallers, and the Teutonic Knights. Combining monasticism and militarism, these orders served to protect pilgrims and to wage perpetual war against the Muslims.

Palmira Brummett, world historian, 2007

Whenever I visited Jerusalem, I always entered the al-Aqsa Mosque, beside which stood a small mosque which the Franks had converted into a church.… [T]he Templars, … who were my friends, would evacuate the little adjoining mosque so that I could pray in it.

Usamah ibn Munqidh, Muslim historian, Jerusalem, circa 1138

7. �e second passage does not support the �rst passage because the second passage

(A) shows that an in�ux of manpower from Europe was not critical for the survival of the Crusader states

(B) shows that Muslims vastly outnumbered Europeans in the Crusader states

(C) minimizes the importance of Hospitallers and Teutonic Knights in the administration of the Crusader states

(D) presents an incident in which a military order supported a Muslim traveler



3.1.III.A, C (page 44);

3.2.II (page 47)



Theme 3: State-Building,


Argumentation

Contextualization

Interpretation

Synthesis




97

8. Inca and Aztec societies were similar in that both

(A) developed from Mayan civilization

(B) acquired empires by means of military conquest

(C) independently developed iron technology

(D) depended entirely on oral record keeping



3.2.I.D (page 47) Theme 3: State-Building,



Transformation of Social

Structures.

Comparison

9. Which of the following factors represents the most signi�cant cause of the growth of cities in Afro-Eurasia in the period 1000–1450?

(A) Climate change

(B) Increased interregional trade

(C) Decreased agricultural productivity

(D) Increased invasions



3.1.I.A (page 40)

3.3.II.B (page 49)

Theme 4: Creation, Expansion,

and Interaction of Economic

Systems.

Comparison

Causation




98

10. �e map above shows what signi�cant economic developments?

(A) Trade connections that linked the Hellenistic and Maurya empires to African cities from 300 through 150 B.C.E.

(B) Trading networks that promoted the growth of new cities from 600 C.E. through 1450 C.E.

(C) Chinese dominance of Indian Ocean trading networks because of the voyages of Zheng He in the 1400s C.E.

(D) Changes in Indian Ocean trading networks that resulted from technological innovations from 1450 C.E. through 1750 C.E.



3.1.I.A (page 40);

4.1.II (page 51)



Systems.

Contextualization

Periodization

Causation

Synthesis

11. Which of the following changes best justi�es the claim that the late 1400s mark the beginning of a new period in world history?

(A) �e rise of the Aztec and Inca empires

(B) �e economic recovery in Afro-Eurasia a²er the Black Death




99

(C) �e incorporation of the Americas into a broader global network of exchange

(D) �e emergence of new religious movements in various parts of the world



3.1 (page 40); 4.1 (page 50) Theme 4: Creation, Expansion,


Systems.

Periodization

12. �e Columbian Exchange involved which of the following new connections in the era 1450–1750?

(A) European food to the Western Hemisphere; Western Hemisphere diseases to Europe; African population to Europe

(B) Western Hemisphere technology to Africa; African food to Europe; European population to the Western Hemisphere

(C) European technology to Africa; Western Hemisphere population to Africa; African food to the Western Hemisphere

(D) African population to the Western Hemisphere; Western Hemisphere food to Europe and Africa; African and European diseases to the Western Hemisphere



4.1.V. (page 52) Theme 1: Interaction Between




Continuity and Change Over

Time

Contextualization

13. In the period 1450–1750, which of the following, produced on large plantations by slave labor, were signi�cant commodities in the growing world market?

(A) Grains such as wheat and barley

(B) Tropical fruits such as bananas and oranges

(C) Animal products such as wool and beef

(D) Cash crops such as sugar and tobacco



4.1.V.B (page 53) Theme 4: Creation, Expansion,


Systems.

Contextualization




100

14. Which of the following is most likely to have in�uenced eighteenth-century population trends in both Europe and China?

(A) A sharp decline in average global temperatures

(B) Introduction of Western Hemisphere crops

(C) Innovation in birth control measures

(D) Improvement in surgical procedures



4.1.V.D (page 53) Theme 1: Interaction Between


Causation

15. Which of the following factors best explains why the Portuguese did not engage in direct trading relations with West African states until the �²eenth century?

(A) Lack of the necessary navigational and maritime technology

(B) Lack of European interest in African goods

(C) Directives from the pope to limit trade between Christians and Africans

(D) Fear of death from tropical diseases



4.1.II; 4.III.B (page 51) Theme 4: Creation, Expansion,


Systems.

Causation




101

16. In recent decades, many world historians have challenged the commonly held view that Europeans controlled the largest share of world trade in the seventeenth through the eighteenth centuries. Which of the following evidence from the period would best support this historical reinterpretation?

(A) Prices for Chinese goods were much higher in Europe than in China.

(B) European trading companies o²en backed their long-distance trading ventures with the threat of military force.

(C) Asian trading companies dominated trade in the Indian Ocean region.

(D) European merchants transported only a fraction of the goods shipped globally.



4.1.IV. (page 52) Theme 4: Creation, Expansion,


Systems.

Argumentation

Interpretation

Synthesis

17. Which of the following would be the most useful source of evidence for research about the pro�ts of Portuguese and British slave traders in the period 1600–1800?

(A) Portuguese and British tax records

(B) Narratives of slaves transported to the Americas

(C) European slave traders’ account books

(D) Journals of African slave traders



4.1.IV.D (page 52) Theme 4: Creation, Expansion,


Systems.

Use of Evidence




102

I am a griot.… we are vessels of speech; we are the repositories which harbor secrets many centuries old. Without us the names of kings would vanish into oblivion. We are the memory of mankind; by the spoken word we bring to life the deeds and exploits of kings for younger generations.… I teach kings the history of their ancestors so that the lives of the ancients might serve them as an example, for the world is old, but the future springs from the past.

An African griot (storyteller), circa 1950, introducing the oral epic of King Sundiata of Mali, composed circa 1400 C.E.

18. �e introduction by the griot is intended to serve which of the following purposes?

(A) To establish the griot’s authority by connecting him to the past

(B) To exalt the Malian kings above previous dynasties

(C) To highlight the griot’s unique abilities compared with other griots

(D) To portray Mali as a progressive society that is improving on the past



4.3.I.A and B (page 58) Theme 2: Development and




Use of Evidence




103

19. Which of the following statements is true about both the Mughal and Ottoman empires in the sixteenth century?

(A) In both empires the majority of the people were Muslims.

(B) Both empires had powerful navies that engaged European navies.

(C) Both empires expanded through the use of gunpowder weapons and extensive bureaucracies.

(D) Both empires gave little monetary support to artistic and cultural endeavors.



4.3.II.B; 4.3.I.D (page 59) Theme 3: State-Building,


Comparison

20. Most world historians would agree that the key to European predominance in the world economy during the nineteenth and early twentieth centuries was

(A) the Industrial Revolution

(B) European medical technology

(C) Spanish control of New World silver

(D) the Enlightenment



5.1.I-II (pages 61-62) Theme 4: Creation, Expansion,


Systems.

Causation

Interpretation




104

Other

Manufactured goods

Raw materials

Food, drink

THE CHANGING PATTERN OF JAPANESE TRADE

Export

Import

1878–1882

Export

Import

1918–1922

21. Which of the following developments in the period 1878–1922 best explains the change in Japanese trade patterns shown in the graphs above?

(A) Japanese manufacturing output decreased because Japanese leaders restricted commercial ties.

(B) Export of manufactured goods declined because United States tari�s on Japanese goods increased.

(C) Japanese manufacturing output rose as a consequence of industrialization.

(D) Japanese imports of raw materials increased as a consequence of extensive immigration to Japan.



5.1.I.D, 5.1.II.A,C (page 62);

5.1.II. C,V (page 63)



Systems.


Time

Contextualization




105

22. In contrast to initial industrialization, the second Industrial Revolution in the last half of the nineteenth century was particularly associated with the mass production of which of the following?

(A) Textiles, iron, and coal

(B) Textiles, automobiles, and plastics

(C) Airplanes, ships, and radios

(D) Electricity, steel, and chemicals



5.1.I.E (page 62) Theme 4: Creation, Expansion,


Systems.

Comparison

Contextualization

23. All of the following factors contributed to signi�cant growth in worldwide population from 1750 through 1900 EXCEPT

(A) decline of epidemic disease

(B) introduction of Western Hemisphere food crops to new areas

(C) expansion of land under cultivation

(D) new grain crops developed in the Green Revolution



5.1.VI.B (page 65);

6.1.I.C (page 75)

Theme 1: Interaction Between


Causation

24. Between 1750 and 1900, which of the following industrializing states created an empire?

(A) Japan

(B) China

(C) Brazil

(D) Argentina



5.2.I.B (page 66) Theme 3: State-Building,


Contextualization




106

25. In the late nineteenth century, European involvement in both Africa and China was characterized primarily by

(A) the encouragement of slavery

(B) extensive intermarriage with local peoples

(C) small military enclaves along coastlines

(D) competition among imperialist powers



5.2.I.B,C (pages 66-67) Theme 3: State-Building,


Comparison

26. Which of the following European developments is most closely associated with the revolution in Haiti?

(A) �e Protestant Reformation

(B) �e Russian Revolution

(C) �e French Revolution

(D) �e Industrial Revolution



5.3.III.B (page 70) Theme 5: Development and

Transformation of Social

Structures.

Contextualization

27. �e North and South American independence movements of the late eighteenth and early nineteenth centuries shared which of the following?

(A) Revolutionary demands based on Enlightenment political ideas

(B) Reliance on Christian teachings to de�ne revolutionary demands

(C) Industrial economies that permitted both areas to break free of European control

(D) Political instability caused by constant warfare among the new states



5.3.III.B (page 70) Theme 2: Development and




Comparison

Contextualization




107

28. What was the leading cause of the unprecedented increase in global population in the twentieth century?

(A) �e end of international epidemics

(B) Global warming and other types of climate change

(C) �e impact of medical innovations and public health measures

(D) �e reduction of world hunger



6.1.I.D (page 75) Theme 1: Interaction Between


Causation

29. “We shall not repeat the past. We shall eradicate it by restoring our rights in the Suez Canal. �is money is ours. �e canal is the property of Egypt.”

�is quotation by Egyptian leader Gamal Abdel Nasser (in power 1952–1970) best expresses support for

(A) communism

(B) liberalism

(C) nationalism

(D) imperialism



6.2.II.A (page 78) Theme 3: State-Building,


Use of Evidence

Contextualization

Interpretation

Synthesis




108

30. Which of the following describes a major change in international relations in the 1980s and 1990s?

(A) �e rapid establishment of large overseas colonial empires by European powers

(B) �e disbanding of most regional political organizations

(C) �e decline in power of multinational corporations

(D) �e reduction of confrontations between communist and noncommunist countries



6.2.IV.E (page 81) Theme 3: State-Building,



Time

Answers to Multiple-Choice Questions

1 – A 16 – D

2 – C 17 – C

3 – C 18 – A

4 – A 19 – C

5 – B 20 – A

6 – D 21 – C

7 – D 22 – D

8 – B 23 – D

9 – B 24 – A

10 – B 25 – D

11 – C 26 – C

12 – D 27 – A

13 – D 28 – C

14 – B 29 – C

15 – A 30 – D

Sample Free-Response QuestionsIn the free-response section of the AP World History Exam, all students are asked to answer three constructed-response questions: Part A — a document-based question; Part B — an essay question that deals speci�cally with continuity and change over time (covering at least one of the periods in the concept outline) and that is focused on large global issues such as



Appendix D: The Cram Packets can be found at:

http://www.mrgeoffrion.com/cram-packets.html

Appendix E: Periodization Matrix

This can be used in conjunction with your periodization poster activity from the beginning of the session.

UN

IT 1 8,000 B

CE – 500

BC

E

UN

IT 2 500 B

CE – 600

CE

UN

IT 3 600 C

E – 1450 C

E

UN

IT 4 1450 C

E – 1750 C

E

UN

IT 5 1750 C

E – 1900 C

E

UN

IT 6 1900 C

E – PR

ESENT

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Transcript of Student Seminar for AP World History - Mr. Geoffrion2).pdfBelow is a DBQ prompt from the 2012 AP...