Writing for AP World History Informational Packet

AP World History Exam: May 17, 2017 8 AM

The AP Exam is 3 hours and 15 minutes. It consists of the following parts:

Section Question Type Number of Questions

Timing Percentage of total exam

score I Part A: Multiple Choice 55 Questions 55 Minutes

(1 min per question)

40%

Part B: Short Answer (SAQ) 3 Questions 40 Minutes (13 Min per question)

20%

BREAK

II Part A: Document Based Question (DBQ)

1 question 60 Minutes (includes 15 min reading

period)

25%

Part B: Long Essay (LEQ) 1 question (chosen

from a set of three) 40 Minutes 15%

Your score will be compiled and weighted to determine an AP Exam score. AP Scores are 5-1. A score of 3 and above are considered a passing score. You will find out your scores via email in July. Short Answer Questions (SAQ) Tips: The short answer question requires students to answer a question briefly, specifically and accurately. Students will analyze historians’ interpretations, historical sources, and propositions about history. Each short answer question is worth 3 points for a total of 9 points.

1. Does NOT require a thesis 2. DOES require complete sentences 3. Make sure you answer ALL parts of the question (a, b & c) 4. Anything written outside the box will not be scored 5. DO NOT use bullet points 6. Use the language of the prompt and make sure to answer EVERYTHING the prompt asks of you with

specific examples (identify AND explain)

Document Based Question (DBQ): This essay requires students to assess written, quantitative, or visual materials as historical evidence. Students will develop an argument supported by an analysis of historical evidence. The DBQ is worth 7 points total.

1. Make sure your thesis CLEARLY addresses the prompt and states a CLAIM/ARGUMENT. 2. DO NOT quote the documents 3. Make sure to use ALL the documents to SHOW/PROVE your argument 4. When analyzing the documents use HIPP (see attached handout)

Long Essay Question (LEQ): The long essay requires students to demonstrate their ability to explain and analyze significant issues in world history. Students must develop an argument supported by an analysis of historical evidence. Students will choose from THREE similar prompts that address either eras 1-2, eras, 3-4 or eras 5-6. The long essay is worth 6 points total.

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2

Long Essay Thesis Statement Thesis Formula: X. However, A, B, C. Therefore, Y.

➢ X: represents the strongest point AGAINST your argument. We call this your counter-argument. ➢ A, B and C: represents the three strongest points FOR your argument. We call these organization

categories. ➢ Y: represents the position you will be taking - in other words, your stand on the prompt

Let’s take a look at a basic prompt, a simple way to set up the essay, and a sample of a thesis statement. In a compare/contrast essay your argument is whether or not there are more similarities or more differences between the two things under investigation. Prompt: Compare and contrast cats and dogs as pets.

Cats Similarities Dogs

- Have sharp claws - Are independent often - Puke up hair balls –ruin carpet - May scratch furniture - Purr and meow - Can be petted - Sleep a lot and take off at night

- Have hair - Must be fed - May be companions - Require some care - Make noises - May pet them

- Often slobber - Require a lot of attention - Are loyal - Can protect owners from danger - Bark – loud and disruptive - Love to be petted or play fetch - Like to play and get attention

regularly Thesis Statement: Cats and dogs are both pets, which have similar needs, and may serve as helpful companions to their owners. However, the amount of care needed by each animal varies greatly, both have different ways they can negatively impact a home, and the behaviors of each differ tremendously. Therefore, despite some common features, cats and dogs are very different pets.

Levels of Specificity: How much do I say in my thesis?

How much specificity to include in your thesis statement should be a balancing act, on the one hand, you don’t want to be too general, but on the other hand you don’t want to be too specific Let them know where you are going, but don’t give away all your information. We want to keep the reader reading. We will call the right amount of specificity: LEVEL TWO SPECIFICITY. Consider the following prompt: Evaluate the extent to which the Article of Confederation were effective in solving the problems that confronted the new nation.

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DBQ Analysis Strategy- HIPP

Historical context: Outside information/historic detail relating to the document & helps to extend

meaning & understanding of the issues and ideas pertaining to the document. It is similar to… It is related to.. At the same time… Was due to… During this time… Concurrently with… At the same time… At the time the document was written… Influenced by… This was an era… Coincided with … Came as a result of … The historical backdrop for this document was..

Intended Audience: Who is the author writing to or trying to influence?

Written for… Targeted for… Was meant for… Sought to address… Wanted to have the … The author was reaching out to… Greatest Impact on… Resonates with… Tried to persuade…

Point of View: WHO is the author and HOW might that impact/influence what they wrote and their

purpose? From the perspective of … Written by… Author was a… therefore his/her writing was influenced by Author’s approach to this topic was affected by… May present a biased point of view because… Only shows one side of the story because… The author believed that… The author felt that… The author saw this as …

Purpose: What is the author’s goal; what do they hope to accomplish?

The intent was… Tried to persuade… Created with the intention of… It was the intention of the author… Attempted to … The reason for this document is… The author wrote this in order to… The author clearly wanted to… The author hoped to…

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2017-2018 AP History DBQ Rubric

(7 Points)

A. Thesis/Claim 1 point

1 point

Responds to the prompt with a historically defensible thesis/claim that

establishes a line of reasoning. To earn this point, the thesis must make a

claim that responds to the prompt rather than restating or rephrasing the

prompt. The thesis must consist of one or more sentences located in one

place, either in the introduction or conclusion.

Comments: Your

score:

____/1

B.

Contextualization 1 point

1 point

Describes the broader historical context relevant to the prompt. 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. The point is not awarded

for merely a phrase or reference.

Comments: Your

score:

____/1

C. Evidence 3 points

Documents 1 point

Supports an argument in response to the prompt using at least Three

documents. To earn one point, the response must accurately describe--

rather than simply quote—the content from at least three documents in

support of the argument/thesis.

OR 2 points

Supports an argument in response to the prompt using at least six

documents. To earn two points, the response must accurately describe--

rather than simply quote—the content from at least six documents in

support of the argument/thesis.

Outside Evidence

1 point

Uses at least one additional piece of the specific historical evidence

(beyond that found in the documents) to support the argument/thesis.

Comments:

Your

score:

____/3

D. Analysis and

Reasoning 2 points

1 point

For at least three documents, explains how or why the document’s point

of view, purpose, historical situation, and/or audience is relevant to the

argument. Point cannot be eaned for simply indentifying HIPP category,

it must use that analysis to support the 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.

A response may demonstrate a complex understanding 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 cause and effect

• 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

alternate views or evidence

This understanding must be part of the argument, not merely a phrase or

reference.

Comments:

Your

score:

____/2

Total Score: __________/7

5

2017-2018 AP History LEQ Rubric

(6 Points)

A. Thesis/Claim 1 point

1 point

Responds to the prompt with a historically defensible

thesis/claim that establishes a line of reasoning. To earn this

point, the thesis must make a claim that responds to the prompt

rather than restating or rephrasing the prompt. The thesis must

consist of one or more sentences located in one place, either in

the introduction or conclusion.

Comments: Your

score:

____/1

B.

Contextualization 1 point

1 point

Describes the broader historical context relevant to the prompt.

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. The point is not awarded for merely a

phrase or reference.

Comments: Your

score:

____/1

C. Evidence 2 points

1 point

Provides specific examples of evidence relevant to the topic of

the prompt.

OR

2 points

Provides specific examples of evidence relevant to the topic of

the prompt which clearly supports the argument/thesis.

Comments:

Your

score:

____/3

D. Analysis and

Reasoning 2 points

1 point

Uses the skill (comparison, causation, CCOT) listed in the

prompt to structure the argument. To earn this point, the

response must demonstrate the use of the skill to frame or

structure the 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. A cohesive, well developed argument that evenly

addresses all aspects of the prompt.

A response may demonstrate a complex understanding 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 cause and effect

• 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 alternate views or evidence

This understanding must be part of the argument, not merely a

phrase or reference.

Comments:

Your

score:

____/2

Total Score: __________/6