APWorldHistoryFree-ResponseExamSec:on

SAQ/DBQ/LAQByDr.ZiniLEOMH

1.Introduc:ontotheFree-ResponseQues:ons

•  Inthefree-responsesec:onoftheAPWorldHistoryExamstudentsareaskedtoanswerthreeconstructed-responseques:ons:– SECTIONI—4Short-AnswersQues:ons(SAQ);50minutes(20%ofExam)

– SECTIONII•  1Document-BasedQues:on(DBQ);55minutes(whichincludes15minutesreadingperiod–25%ofExam)•  1LongEssayQues:on(LAQ);35minutes(15%ofExam)

•  Requirements/Expecta:ons:–  Effec:veanswerstoessayques:onsdependinpartupon

thestudent’ssuccessfuldemonstra:onofaclearunderstanding(andapplica:on)ofthemeaningsofimportantdirec:vewords.

–  Studentsshouldhaveaclearunderstandingofthemeaningsandapplica:onsoftermslikethese:•  Analyze:determinevariousfactorsorcomponentpartsandexaminetheirnatureandrela:onship

•  Assess/Evaluate:judgethevalueorcharacterofsomething;appraise;weightheposi:veandnega:vepoints;giveanopinionregardingthevalueof;discusstheadvantagesanddisadvantagesof

•  Compare:examineforthepurposeofno:ngsimilari:esanddifferences

•  Describe:giveanaccountof;tellabout;giveawordpictureof•  Discuss:writeabout;considerorexaminebyargumentorfromvariouspointsofview;debate;presentthedifferentsidesof

•  Explain:makeclearorplain;makeclearthecausesorreasonsfor;makeknownindetail;tellthemeaningof

•  Inaddi:onstudentsarerequiredtodevelopcertainHistoricalThinkingandProficiencySkillsusingbothPrimaryandSecondarySources

•  HistoricalThinkingSkills–  AnalyzingHistoricalSourcesandEvidence–  MakingHistoricalConnec:ons–  ChronologicalReasoning–  Crea:ngandSuppor:ngHistoricalArguments

•  ProficiencySkills–  AnalyzingEvidence:author’sPOV,purpose,audience,etc.–  Interpreta:on:Explainhowtheargumenthasbeensupported–  Comparison(i.e.,impliedcontrast):

•  Contextualiza:on(situatehistoricalevent)•  Synthesis(makeconnec:onsbetweenhistoricalevents)

–  Causa:on(explaincausesandeffects)•  PaeernsofCCOT(explainwhatchangedandwhatremainedthesameoveraperiodof:me)

•  Periodiza:on(explainhistoricalperiodsandeventsasturningpoints)–  Argumenta:on(defendorexposeeventsandcontroversies)

2.StructureoftheEssay

•  Essaywri:ngfortheAPWHexamfollowsomeofthebasicessay-wri:ngskillsthatyouarealreadyfamiliarwith.

•  Wecanthereforefollowthissimpleframeworkforallthreeessays:

Introduc:on

BodyParagraphs

Conclusion

2.1Introduc:onParagraph

•  Theintroductoryparagraphhastwopurposes:–  Tointroducethereadertothetopic–  Tostatearelevantthesissupportedwithappropriatehistoricalevidence.•  Thethesisstatementoutlineswhatyouplantoaddressinyouressay

•  Thethesisstatementisnotaresta4ngoftheques:on•  Takesastand•  Answerstheques:on•  Previewstheargument•  Don’tincludedetailsinyourthesisparagraph.Youdothatinsucceedingparagraphs.

•  Ingeneralastrongthesisstatement…1.   takessomesortofstand(i.e.,needstoshowyour

conclusionsaboutthesubject)•  e.g.,:BecauseBananaHerbTeaSupplementpromotesrapidweightlossthatresultsinthelossofmuscleandleanbodymass,itposesapoten:aldangertocustomersàThisisastrongthesisbecauseittakesastand,andbecauseit'sspecific.

2.   Itpromotesadiscussion(i.e.,indicatesthepointofthediscussion.)•  e.g.,WhilemostAmericanfamilieswouldviewconsanguinealmarriageasathreattothenuclearfamilystructure,manyIranianfamilies,likemyown,believethatthesemarriageshelpreinforcekinship:esinanextendedfamily.àThisisastrongthesisbecauseitshowshowyourexperiencecontradictsawidely-acceptedview.Agoodstrategyforcrea:ngastrongthesisistoshowthatthetopiciscontroversial.Readerswillbeinterestedinreadingtherestoftheessaytoseehowyousupportyourpoint.

3.   Itexpressesonemainidea(i.e.,thatyourpaperhasonemainpoint)•  e.g.,BecausetheInternetisfilledwithtremendous

marke:ngpoten:al,companiesshouldexploitthispoten:albyusingWebpagesthatofferbothadver:singandcustomersupportàThisisastrongthesisbecauseitshowsthatthetwoideasarerelated.

4.   Itisspecific(i.e.,showexactlywhatyourpaperwillbeabout)e.g.,Hungerpersistsinthepoorestareasoftheworldbecausejobsareoien:messcarceandfarmingintheinfer:lesoilisrarelyprofitableàThisisastrongthesisstatementbecauseitnarrowsthesubjecttoamorespecificandmanageabletopic,anditalsoiden:fiesthespecificcausesfortheexistenceofhunger.

•  ThesisStatementforAPWH– Shouldcontainthe:meperiodgiven– Shouldcovertheregionsrequiredbytheprompt– ShouldincludetheProficiencySkillsoutlinedabove•  e.g.,Toearncreditforyourthesis,youmustclearlyaddressthe:meperiodandtheglobalissue.Thismeansthatifthepromptasksforthe:meperiod1450–1750,thenyouusethephrase,“From1450–1750…..”inyourthesis.Leavingouteitherendofthe:meperiodmightcostyouthisthesispoint.

•  Strongvs.WeakThesisStatementinAPWH–  Prompt(CCOT):“Analyzethesocialandeconomictransforma:onsthatoccurredintheAtlan:cWorldasaresultofnewcontactsamongWesternEurope,AfricaandtheAmericasfrom1492-1750”•  StrongTS:

–  e.g.,1)ChangesintheAtlan:cworldfrom1492-1750wereseenintheincreaseinexplora:onandtradeaswellasthecrea:onofanewformofslavery.Despitethesechanges,genderrela:onsandthepoweroftheCatholicchurchcon:nuedasithadinpreviouseras.

–  e.g.,2)Europebecamethedominantpowerbetween1492-1750whileAfricalosthalfitspopula:onandtheglobaleconomynowincludedtheAmericas.However,smalltribalkingdomss:llpaidtributethroughoutAfricaandChinas:llneglectedtopar:cipatefullyinglobaltrade.

•  WeakTS:–  e.g.,1)Between1492-1750,therewerebothsocialandeconomic

transforma:ons.Thesetransforma:onsincludedtheintroduc:onofslavesandexplora:on.Withthesechangesalsocamecon:nui:esincultureandreligion.

–  e.g.,2)Whiletheworldwasbeginningtochangedrama:callywiththeglobaleconomy,intellectualdevelopmentcon:nuedinEuropealongwiththeisola:onofChina

–  Prompt(COMP):“CompareandcontrasttherolesofwomeninTWOofthefollowingreligions.Considertheirrolesinsocietyasinfluencedbytheirfaithsaswellastheteachingofeachreligion.Judaism;Buddhism;Islam;Hinduism.”•  StrongTS:Sincetheearliest:mes,mostsocie:es’religionshavegivenmenhigherstatusthanwomen.ThisistrueofJudaismaswellasBuddhism,andbothreligionsviewwomensimilarlywithregardtotheirplaceinsociety,andtheybothhaveonlyminimalregardfortheroleofwomenintheprac:ceofthefaith.Theydifferhowever,intermsoftheirprospectsforwomenintheaierlife.Inbrief,JudaismandBuddhismhavesimilaroutlooksregardingwomen’ssocialandclericalrolesbutdifferingviewsontheirspiritualstatus.

•  WeakTS:Fromthebeginningofreligiousprac:cesdifferentreligionstreatedwomendifferently.Judaismseeswomenassecondclass,whileBuddhismalsohadalesserviewofwomen.Assuch,bothreligionshadsimilari:esandpossiblydifferences.

–  Prompt(COMP):“Compareandcontrasttheuseoftechnologyandthedynamicsoftradeintwoofthefollowingregionsfortheperiodsmen:oned.ChinaduringtheQinandHanDynas:es(3rdcenturyB.C.E.to3rdcenturyC.E.);TheMediterraneanduringtheRomanEmpire(1stcenturyB.C.E.to4thcenturyC.E.);MesoamericaduringtheMayaEmpire(4thcenturyC.E.to11thcenturyC.E.):SouthAmericaduringtheIncaEmpire(13thcenturyC.E.to16thcenturyC.E.)•  StrongTS:HanChina’saqtudetowardmanufacturingandlaborwasmoreopenandposi:vethantheRomanswhohadamoresystema:candclass-dividedsociety,thereforecausinggeneralaqtudesoflaborandtechnologytobelow.

•  WeakTS:–  e.g.,1)AlthoughtheHanandRomanaqtudestowardtechnologyare

differentinsomeway,theyarealsoalike.–  e.g.,2)HanandRomehadbothposi:veandnega:veaqtudestoward

technology.orBothHanandRomehadposi:veaqtudestowardstechnology.

2.2BodyParagraph•  Onceyouhavewrieenastrongthesis,younowhaveanoutlinetohelp

guideyouressay.•  Aiertheintroductoryparagraph(whereyouhaveintroducedthe

topicandstatedyourthesisstatement)itis:metostartwri:ngyouressay.

•  Asmen:onedabove,followingthebasic5-paragraphessayoutlineisfine…butyoudon’thavetoàKeepinmindthatessaysmayhave5,10,ormoreparagraphs.Themostimportantthingisthatyouanswertheques:on.

•  Dependingofthetypeofessay,youcanprovideafullanswertotheessaypromptin2bodyparagraphs…some:mesitrequiresmorethanjust2.

•  Alwaysusetopicsentencestostartyourparagraph.Donotstartyourbodyparagraphswithevidence;thisespeciallyintheDBQEssay.

•  Includetransi:onsentencesattheendofyourbodyparagraphs

•  Forexample:

2.3ConclusionParagraph•  Conclusionneedstorestatethemainideasofyouressayànowsupportedbythearguments/evidenceyoutalkedaboutinyouressayàdetailsthatsupportyourthesisandsumupbyastrongconclusion.

•  Arestatementofyourthesismightbehelpfulastheopeningsentenceinyourconclusion—some:mesyourwordingwillimproveasyourpaperprogresses.

•  Somehintstowritetheconclusionwouldbe:–  Restatethesisinnewway.–  Summarizeparagraphsèsynthesis

3.Hints/Advices•  SAQ–Theyareonlylookingforoneexample(e.g.,onecauseofWWIandthen

brieflyexplain)•  SAQ–Nooutlineorbullets•  SAQ–Coupleofsentenceseachques:onandyouhaveapproximately12.5

minutesperques:on•  SAQ–Answercanonlybewrieenintheassignedboxinpen(perhapspencil)

•  DQB–Newformatonlyhasatotalof7primarysourcedocuments.1Docisachart/map/graphetc.

•  DBQ–FirstthingyoudoistoreadtheSourceoftheDoc.Whileyoureadthedocumentslookforpossiblecategories/grouping/POV/message/audience…etc.

•  DBQ–Youareallowedtoparaphrasedocuments…youdon’tneedtoquote•  DBQ–Topiccomesfrommainstreamhistoricaleventsthatshouldhavebeen

coveredduringthecourseoftheyear•  DBQ–Newformatrequiresyoutobringoutsideknowledge•  DBQ–Mustfinishyourthoughts…alswaysask“&sowhat?”•  DBQ–POVmustbesupported;e.g.,“Thisdocisbiased....because...”

•  DBQ–Nointrosentenceneeded•  DBQ–Usewordsfromprompt;e.g.,“reac:on”;“theauthor’spointcanbe

corroborate…cannotcorroborate”•  DBQ–Useexaplesfromdocuments•  DBQ–LabelonthemarginsPOV,OSK,Corrobora:on•  DBQ–UnderlinethePOVandTS(introANDconcl.)•  DBQ–POVdoesn’tneedtobesophis:cated….asimple/basiconedoesthe

samejobandgetsyouthescore•  DBQ–Donotstartyou’reyourparagraphswithtalkingaboutthedocument

(e.g.,AsfoundinDocument1…etc..)àStartwiththetopicsentenceandsupportitwithadocument(e.g.,Document1)

•  DBQ–YoucanomitONLYONEDOCfromyouressay•  LAQ–Youhave2choices.Ques:onshaveparalleltopics,butdifferent

periodiza:ons•  LAQ–MUSThaveintrosentence•  LAQ–TSmusthavespecificevidence(laterelaboratedinbodyparagraphs)•  LAQ–Mustincludesynthesis….Whichcanbeplacedanywhereintheessay...

Butperhapsagoodplacecouldbetheconludingparagraph•  LAQ–UnderlinetheTS(introANDconcl.)

•  Knowyourcenturies•  Thepointwithnewexamisforyoutobethehistorian…lookingathistorycri:callyèBUTYOURVIEW

•  Aierreadingthepromptandmakingaselec:onstartoutlining/mapping-outyouressay

•  WhenoutliningalwayskeepinmindPERSIAN•  Makeasmanyannota:onasyouneedinyourexambooklet…ThisisespeciallyusefulfortheDQB….writeyourthoughtsall-overthedocuments

•  KeepinmindthatyouressayisseenasaROUGHDRAFTandNOTHINGMOREàAP-Readersarenotallowedtopenalizeyouforpoorsyntax…unlessyourpoorwri:ngskillsmakeitdifficulttogetyourpointacross.

•  Grammardoesnotcount

•  Donotstartyouressaywiththehistoricalbackgroundfoundinthepromptàthatisconsideredas“resta:ngtheprompt”àYoucan,however,usethecontentofyourprompttoformulateyourintroduc:on

•  DONOTSKIPANYOFTHEQUESTIONSàApoorlywrieenessaymays:llgetsomepointsandthatmaybethedifferencebetweena2ora3

•  TheTSisthemostimportantpartofyouressaybecauseitcountsformul:plepointsài.e.,ifyoufailtowriteanacceptableTSthenyoudonotonlymiss1pointforthattask,butyouwillalsobepenalizedintheotherrequirementsoftherubricthatcovertheTS.

•  Thethesismaybetwoormorecon:guoussentences.•  Allyouhavetodoismakeyourargument.

•  UnderstandingtheScoringGuide:–  1.HasacceptableThesisèitmaybeonesentenceornot;butmaynotbesplit;doesnotneedtocompare/contrast;MUSTaddressallpartsoftheques:on;MUSTtakeaposi:on;MUSTsetoutcategoriesfordiscussion.

–  2.AddressesallofthedocumentsèAlldocumentsmustbeusedinyouranswer;demonstrateunderstandingofALLthedocumentsbutone.

–  3.SupportsthesiswithappropriateevidencefromallorallbutonedocumentèAlldocuments(butone)MUSTbeusedtosupporttheTS.;N.B.:IfyoufailtowriteaTSthenyouwillnotgetapointforthiscategory

–  4.AnalyzesPointofView(POV)inatleasttwodocumentsèThePOVorstandofthedocumentsMUSTbeoutlinedintheessay:

–  i.Whywouldthispersonsaythis?–  ii.Howreliableisthisdocument?–  iii.Whatmakesthisdocumentdifferentfromotherkindsofdocuments?–  iv.Whatisthetoneortheintentofthisdocument?

–  5.AnalyzesdocumentsbygroupingthemintwoorthreewaysèLookforsomecharacteris:cthatmorethanonedocumentshare

–  6.IdenNfiesandexplainstheneedforonetypeofappropriateaddiNonaldocumentorsourceèWhendiscussingtheaddi:onalhistoricaldocument,itisbesttoarguehowtheaddi:onalhistoricaldocumentwillhelpsupporttheargumentoftheessay;couldbeanyhistoricaldocumentanddoesnothavetonecessarilyexist.Someexamplesofhistoricaldocumentsthatcouldbeusedincludegovernmentdocuments,trea:esbetweenna:ons,maps,shipmanifestsorlogs,tradedocuments,leeerstoKings/Queens,etc

•  DBQStructure(anexample):–  ThesisParagraph

•  •Background/Context•  •ThesisStatement•  •“RoadMap”(outlineoflatercategoriesofdocumentGroupings/Analysis)

•  •Addi:onalDocument(Op:onal)–  BodyParagraph#1(1stGroupofAnalyzedDoc’s)

•  •TopicSentence(whatcharacteris:cdothesedoc’sshare,andhowdoesthatsupportthethesis?)–  •EvidenceDoc#1(whattextfromdoc#1supportsthisparagraph’stopic/thesis?)

•  POV/Analysisofdoc#1–  •EvidenceDoc#2(whattextfromdoc#2supportsthisparagraph’stopic/thesis?)

•  POV/Analysisofdoc#2–  •EvidenceDoc#3(whattextfromdoc#3supportsthisparagraph’stopic/thesis?)

•  POV/Analysisofdoc#3–  •Howthesedoc’srelate/comparetoeachother.(Thefullestunderstandingofany

par:culardocumentemergesonlywhenthatdocumentisviewedwithinthewidercontextofallthedocuments.)

•  •Addi:onalDoc(besuretorelatehow/whythisdocwouldbeusefulinansweringques:on)

–  AddiNonalBodyParagraphsasneeded•  •Checktomakesurethatalldoc’sareincluded,withdiscussionofEvidenceandPOVfromeachdoc.

–  Conclusion•  •IncludeAddi:onalDoc(ifnotincludedpreviously)•  •Restatement/Summariza:onofThesis

•  POVExplained:– Whatthesourcebringstothetable…notthecontentofthedoc

– Notalldocumentsarebiased!– POVdoesnotconcentrateonbiases– POVdoesnotneedtobesophis:cated.A“fill-in-the-blanks”styleisOK•  POVforDummies:

–  Documentis__________________because_____________and_______________(biased;unbiased;reliable;unreliable)e.g.:Diariesareforinstancereliablebutmaybebiased