Download Social Studies Guides

WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
World History Skills Guide:
2014-2015
Themes & World History (SPICE)
Potential Outside Readings
World History Themes or Periodization
Directions for Primary Source Write-ups
Primary Documents Student Aid (AVMS)
Directions for Homework Chapter Outlines
Costa’s Three Levels of Questioning-Student Aid
Bloom’s Levels of Questioning
Conceptual Identifications & Terms-Student Aid
Cornell Active Listening Notes (Student Strategy)
Essay Writing-The Basics
Key Words in Essay Questions to Know!
Logical Argumentation and Fallacies
Effective Evidence Usage
Thesis Writing Strategies-DBQ
Thesis Writing Strategies-Comp & CCOT
Pre-write Practice Worksheet
DBQ Essay Rubric
CCOT Essay Rubric
Comparative Essay Rubric
Multiple Choice Question Strategies
Presentation Tips,
Reasons for Taking the AP Exam
1
P2
P3
P4
P5
P6
P7
P8
P9
P 10
P 11
P 12
P 13
P 14
P 15
P 16
P 17
P 18
P 19
P 21
P 22
P 24
P 25
P 26
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Themes and AP World History:
Students in this course must learn to view history thematically. The AP World History course is
organized around five overarching themes that serve as unifying threads throughout the course,
helping students to relate what is particular about each time period or society to a “big picture”
of history. The themes also provide a way to organize comparisons and analyze change and
continuity over time. Consequently, virtually all study of history in this class will be tied back to
these themes by utilizing a “SPICE” acronym.
Social--Development and transformation of social structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
Political--State-building, expansion, and conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, trans-regional, and global structures and organizations
Interaction between humans and the environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
Cultural--Development and interaction of cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
Economic--Creation, expansion, and interaction of economic systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
2
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Potential outside Readings and Teachers Resources:
2002 Released Exam in APWH. College Board
2003-2006 APWH Essay Questions, Rubrics and Student Samples.
AP® Central
A History of the World in 6 Glasses. Tom Standage. 2006.
Archaeology Magazine http://www.archaeology.org
The Columbian Exchange Crosby Praeger 2003
Cracking the APWH Exam (Student Study Guide) 2004, Princeton Review
Cultures in Motion: Mapping Key Contacts and Their Imprints in World History Stearns. Yale Press,
2001
The Human Record: Sources of Global History, 5th ed. Vols 1 & 2. Andrea, Al and Overfield, James.
Boston: Houghton Mifflin, 2005
Discovering the Global Past: A Look at the Evidence, 3rd ed. Vols 1 & II Wiesner, et al Houghton
Mifflin, 2007
Document-Based Assessment Activities for Global History Classes
publishers, 1999
Noonan
J. Weston Walch
DBQ Practice: 10 AP-Style DBQ’s Williams, ed. Social Studies School Services 2004
Ways of the World; A Global History with Sources. AP-Edition R. W. Strayer.
Experiencing World History Adams, et al NYU Press 2000
Guns, Germs and Steel Diamond
Norton, 1999
Norton Anthology of World Masterpieces 1997
Old World Encounters Bentley
Oxford press, 1993
Rand McNally Historical Atlas of the World 2003
Readings in Ancient History: From Gilgamesh to Diocletian Bailkey DC Heath, 1992
Something New Under the Sun: An Environmental History of the 20th Century World JR McNeill
Norton 2000
A History of the World Andrew Marr
Berkley Press 1996
Worlds of History; A Comparative Reader Kevin Reilly Bedford Martins 2009
Technology in World Civilizations Pacy M.I.T. Press 1998
The History of Money Jack Weatherford
World History Map Activities Scott
Three Rivers Press
1997
J. Weston Walch Publisher 1997
The World That Trade Created Pomeranz and Topik A.E. Sharpe 1999
A History of the World in Objects
Neil MacGregor Viking Press
3
2010
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
World History Themes or Periodization
The study of World History naturally opens itself to the examination of everything that has
occurred in human history. However, the ultimate goal of this study is to foster “methods of
analysis that prepare people at all levels to deal with the issues that contemporary global society
poses, and will pose in the future.” (Stearns, World History, The Basics, pg 2) By focusing on
contemporary issues, the study of World History provides a clear purpose of comparison for the
benefit of our future. This course will focus on the Themes of History or Trends of the past in
order to fully answer the question of why study history and to provide insight into contemporary
issues.
Thematic history refers to focusing on a theme of history and studying how it evolved through
time. For example, if one studies how “love” has been represented in societies throughout
history, love could be the theme of the study. This class will study history thematically. It is a
great way to develop an understanding of past cultures and your own. It provides practice as an
amateur historian. However, most history classes in America teach Linear History (History
taught in the order in which it occurred-The traditional method). Students will need to read their
textbooks at home to be successful in the class. Without an understanding of Linear History, the
student runs the risk of confusion and frustration because they may have practice in the skill of
history, but lack an understanding of the tools. Thematic topics could include:
SPICE (Social, Political, Interaction, Cultural, Economic)
-Women Rights
-Disease
-Currency
-War
-Love
-Religious Views
-Marriage
-Caste
-Art
-Rule of Law
-Time Perspectives (Recording Time)
-Symbolism
-Architecture -Innovations
-Technology
-Think of your own (What is an important issue to you today?) -Trade
Periodization refers to categorizing history into blocks or dividing history into trends.
Periodization presents a generalized study of history into time periods to show similarities within
different regions such as the Classical Age, Medieval Age, or Renaissance Age. This simplified
narrative of history has advantages and disadvantages. An advantage to periodization is that
since it generalizes a region or time period, it also simplifies it, making the history easier to teach
and easier to remember. A disadvantage can be that the history becomes watered down and
incorrect in its narrative. It can also be very boring with no direct connection to the present.
Periodization topics could include:
-Classical Period
-Rise and Fall of ____(any community)
-Regional (Ex.The Americas)
-Dark Ages
-Age of Exploration
-Imperialism
-Realism/Naturalism
-Age of Enlightenment
-Renaissance
-Restoration
-Elizabethan Age
-Colonization
-Age of Revolutions
-Industrial Age
-Nationalism
T&E (Your Textbook even breaks down history into 7 parts)
4
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Directions for Primary Source Write-ups:
Instructions: READ the document or STUDY the data or visual. Then write a summary (the
MAIN point or points) of the document. This summary should be a brief paragraph and should
highlight the main gist of the source in the students own words. While I am breaking out these steps in
my explanation, you will write a single paragraph.
Students do:
Step 1: (Write) SET THE HISTORICAL CONTEXT. Indicate when the item occurred in history. You can be
specific- The Declaration of Independence was officially signed on July 4, 1776- or general- the Declaration of
Independence was drafted in the late 18th century.
Step 2: (Write) PROVIDE AN EXPLANATION/DESCRIPTION. Give an explanation or description of the
item. Answer the question who, what, and where.
Instructions: The analysis of the source should contain:
• Historical Context--where the source fits in the framework of history.
• World History themes that the source addresses. Students will be required to identify where and
explain how the source addresses that theme. This course provides opportunities for students to
analyze evidence about the past from diverse sources, including written documents, maps,
images, quantitative data (charts, graphs, tables), works of art, and other types of sources.
Students do:
Step 3: (Write) Describe the cause and effect factors related to the item. Answer the questions: What events let
to the item? What impact the item had on subsequent historical events? What were the political, social,
economic, and/or cultural consequences of this item? This is the “So What” of the item; the reason why it is
worth studying.
This skill will be developed throughout much of first semester using class discussions with the
end goal that all students will understand how to analyze the overall point-of-view of a source
and be able to discuss how that point-of-view may affect the source by the end of first semester.
EXAMPLE:
The Declaration of Independence
ON July 4, 1776, the Second Continental Congress formally signed the Declaration of Independence. Drafted by
Thomas Jefferson, and edited by a select committee, this document embraced the American colonists’ justification
for rebelling against England. The document is a persuasive essay, structured in the form of a legal brief. It also
serves as a propaganda piece, designed to persuade the colonial population to take up arms against “Mother
England”. The Declaration of Independence is a significant historical document because it artfully synthesized key
democratic ideals, such as “…life, liberty, and the pursuit of happiness,” accelerated the unified American colonial
uprising against England, and inspired subsequent democratic revolutions- France in 1789, several Latin American
nations in the 1820’s, and several European nations in 1848.
Some of the sources used for these exercises could include:
• The Writings of Han Fei
• Charles Lindbergh’s speech for
noninterventionists
-Ibn Battuta, Travels in Africa
• Garibaldi’ speech for Italian
unification
-Lin Ze-xu Letter to Queen Victoria
• Code of Hammurabi
5
• Hitler’s Mein Kamp
• Woodrow Wilson’s inaugural
address
• Livy, History of Rome
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Primary Documents Student Aid
AVMS
AVMS is a primary source document analysis strategy. It follows the; who, what,
when, where, and why format (5 W’s minus the how). It is designed to help you
analyze documents used during the DBQ portion of the exam. This may also be
used as a guide to complete the Primary Source Write-ups.
A: Author
Identify who is presenting the information. Yes, record the correct spelling of the
source’s name and/or title of the graph, photo, etc.
V: Voice
Identify the perspective, viewpoint, ideology of the author. As an example, is the
author writing from a progressive, revisionist, radical, conservative, or
reactionary perspective?
M: Message
Summarize the key points of the document. Identify WHAT IT SAYS, not what it
means.
S: Significance
Identify why the document is important. Identify what the document shows/reflects
about the author, issue, and/or the times. The “SO WHAT” of the document:
effect on contemporary and legacy generations.
Do not state Document A says… Rather, use the author or source name and
insert information from the document using quotations. Best to
paraphrase, quote a phrase, concept, term, or partial sentence. Make sure
you convey the sources voice/perspective/bias, etc.
6
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Directions for Homework Chapter Outlines
Critical Reading and Outlining Strategies (CRO)
(Students may type using a computer. However, no plagiarism is allowed and students who turn in work that is the
same as others will receive a zero. Typing is allowed because the notes will benefit you in college. Do not abuse this
opportunity.)
1. Preview: PRE-READING INFORMATION SCAN
a.
Ask yourself, “What am I trying to learn?”
b. Write-Identify Broad Learning Themes such as “Traditions” or “Encounters”
i.
Examine the Chapter Title, Section Headings and Context Clues
c.
Write down relevant Historical SPICE Factors, Categories and Trends
d. Write down anything you already know about the subject(s)
2. Question: DEVELOP LEARNING PLAN
a.
Ask yourself:
i.
What Cultural Shifts resulted, values, policies, power, biases?
ii. What Historical Themes and Trends are most relevant?
b. Ask yourself:
i.
What SPICE systems changed or remained constant over time?
ii. What SPICE factors caused change or continuity over time?
c.
Write a Learning Question: Broad and Singular or Specific and Multiple
3. Notate: GATHER EVIDENCE (AP must be more than 2 pages)
a.
Write-Take Notes related to your Learning Objective Question(s)
i.
You could notate SPICE change agents:
I.
S: social aspects including gender roles/relations, social classes, ethnicities
II.
P: politics incl. leaders, governing authorities/systems, wars, revolutions
III.
I: interactions incl. cultural diffusion, migrations, technology, diseases
IV.
C: cultural incl. religion, science, education, arts, architecture, philosophy
V.
E: economic incl. trade, commerce, agriculture, labor systems, currency
ii. You could Notate SPICE Effects:
I.
Historical Sequencing (order of events)
II.
Statistical Data reflecting trends over time
III.
Shifts in viewpoints, values, policies, power, biases
4. Summarize: WRITE ANSWER TO LEARNING QUESTION
(AP must produce more than 1 page)
a.
Write-Synthesize your notes in a paragraph answering your Learning Question(s)
b. Connect what you read to past and future events, reflecting
i.
Write-Identify a change that relates to your prompt. Remember to describe what
was before and after an event.
ii. Write-Identify a continuity that relates to your prompt. Remember to describe what
was before and how it continued after an event.
iii. Write-Connect what you read to Contemporary viewpoints, values, policies, and
biases
iv. Modern viewpoints, values, policies, power, and biases
7
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Costa’s Three Levels of Questions: Cinderella Example
Student-Develop Learning Plan Aid-(Part 2 of Homework)
Level I: define, describe, identify, list, name, observe, recite, scan
Answering directly from the text; response is explicit; fully factual and clearly expressed;
leaving nothing implied


What are the origins of Cinderella’s name?
How did Cinderella get to the ball?
Level II: analyze, compare, contrast, group, infer, sequence, synthesize
Deriving logical conclusions from premises know or assumed to be true; implicit
information; analysis; asking how and why; requires analysis of the text and reading
between the lines for hidden meaning; understood by the reader/listener/audience,
though not directly expressed



Does Cinderella’s stepmother care whether or not Cinderella goes to the
ball? Why?
Why did everything return to its former state except the glass slipper?
Why do the step sisters treat Cinderella cruelly?
Level III: apply, evaluate, hypothesize, imagine, judge, predict, speculate
Going beyond the text and inquiring into the value, importance, and application of the
information presented.



Is Cinderella’s romantic rescue a matter of magic or her own qualities?
What is “happily ever after” and what components might be necessary to
achieve this?
What European cultural values are communicated in the fairy tale? Are
those values cross-cultural and/or applicable for contemporary times?
8
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Bloom’s Levels of Questioning
Tutorial Questions for English & Social Science
1. KNOWLEDGE- recalling
2. COMPREHENSION3. APPLICATION- using learning in
information
Understanding meaning
new situations
What information is given?
What are you being asked to find?
What would happen to you if...?
What are you being asked to find?
Explain the concept of…
Locate in the story where…
Give me an example of…
Can you see other relationships that
will help you find this information?
When did the event take place?
Describe in your own words what
_____ means.
Point to the…
List the…
Name the…
Where did…?
What is…?
Who was/were…?
Illustrate the part of the story that…
4. ANALYSIS – ability to see parts
5. SYNTHESIS- parts of info to
and relationships
Compare and contrast _____ to
_____
What was important about…?
What other ways could _____ be
interpreted?
What things would you have used
to…?
What is the main idea of the story
(event)?
What is the message in this piece
(event)?
What information supports your
explanation?
Make a map of…
This event led to…
Describe the scenario…
create a new whole
Design a _____ to show…
Predict what will happen to ___ as
____ is changed.
Would you have done this same thing
as…?
What occurs when…?
If you were there, would you…?
How would you solve this problem in
your life?
In the library (or on the web), find
information about…
6. EVALUATION- judgment base on
criteria
How can you tell if your analysis is
reasonable?
Would you recommend this _______
to a friend? Why?
What would it be like to live…?
Write a new ending to the story
What do you think will happen to
____? Why?
Describe the events that might occur
if…
What significance is this event in the
global perspective?
Add a new thing on your own that
was not in the story.
What is the most compelling to you
in this ______? What?
Pretend you are…
Do you feel ____ is ethical?
Why or why not?
What would the world be like if…?
Could this story have really
happened? What or why not?
9
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Conceptual Identifications & Terms (Student Aid)
Focus on: How have these changed/remained constant over time?
What SPICE factors caused these to change?
What effects did the concept changes have on SPICE systems?
Ethnocentrism
Intellectualism
Liberalism
Industrialization/ Tech. Innovation
Conservatism
Agriculturalist
Segregation
Nomadic vs. Sedentary
Capitalism vs. Communism
Prejudice
Imperialism
Racism
Barbarism
Manifest Destiny
Dissent
National Security
Consensus
Modernism
Scandal
Environmentalism
Corruption
Freedom vs. Order
Religion
Migration
Nationalism
Urbanization
Reform
Democracy vs. Absolutism
Rebellion
Immigration
Civil Rights
Fascism
Isolationism
Social Darwinism
Assimilation
Gender Discrimination
Consumerism
Hegemony or Hegemon
Idealism
Colonization & Decolonization
Paternalism
Collective vs. Individualistic focus
Militarism
Pastoral vs. Agricultural Civilizations
10
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Cornell Active Listening Notes-(Student Sample)
Interactive
Notes Here
Use Memory
Cues to show
importance:
Stars
Arrows
Pictures
AHA!
!
?
Add notes from
text and outside
reading and
knowledge
Identify
relationships
between events,
people, concepts
Add comments
from other
students and
class review
Leave space
between note to
help separate
ideas and
organize them
I.
Record Lecture Notes Here
Use a note-taking format you are comfortable with
a. Roman Numerals
b. List
With headings
Paraphrase what the lecturer says
- Do not write verbatim
- Do not create a formal outline
- Listen for main ideas/message
Write down the main ideas/message
Show relationships between the main ideas/messages
Use knowledge from related reading or general knowledge to anticipate
what will happen next
-Write down what you anticipate to happen next
Use memory cues to
increase speed of your notation
jog your memory
show importance
Examples of Memory Cues Include:
Capital letters
Underline
Circle
Box
Highlight
Short-hand/abbreviations
Don’t worry about spelling!!!
Review Notes:
-After class
-Summarize notes
Historical trends and categories
GESP categories
Cause and Effect
Continuity and change
Identification format
Connect to
o Personal experiences
o Historical examples
-Before review sessions and tests
-With others—teach it!!!
11
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Essay Writing
Throughout the course students will be required to write essays in class demonstrating their
mastery of content as well as their ability to develop coherent written arguments that have a
thesis supported by relevant historical evidence. During first semester the focus will be on the
development of essay writing skills via time spent on essay writing workshops. The essay format
will depend on the nature of the essay. For example, a DBQ (Document-Based Question) will be
scored using the College Board’s rubric so the format must follow the rubric required by the
College Board to receive high marks.
-The BasicsAll of the essays will require the basic suggestions below.
Introductory Paragraph—3 to 4 sentences, ending with thesis statement
Thesis Statement-what does it need to include?
•Time period/Region(s)
• Your answer to the prompt
• Specific references to evidence that will be explained in the body
Organization of Body Paragraphs—
• Topic Sentence—this connects your argument to the prompt (thesis) and identifies one
aspect of thesis (i.e. a change, a difference, etc.)
• Support using evidence/examples—Be specific!-facts or documents• Analysis-explain how the evidence proves your point.
• Repeat format as necessary
• Concluding Sentence or explain the need for a Missing Document
Concluding Paragraph
• 3-4 sentences
• Start by restating (a rephrased) thesis in its entirety
12
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Key Words in Essay Questions to Know!
Assess- Determine the importance of; make a valuation of. Assess the validity of the statement.
*Analyze- Examine critically and in detail so as to identify causes, key factors, possible results. Analyze the social
consequences of the American Revolution. Key words used to show analysis include “because” or “this shows
that….”
Enumerate- Number, one after another; list in concise form. Enumerate the great Dutch painters of the seventeenth
century.
Explain- Make clear; interpret; make plain; tell “hot do to; tell the meaning of. Explain how man can, at times,
trigger a full-scale rainstorm.
Evaluate- Give the good points and the bad ones; appraise; give an opinion regarding the value of; talk over the
advantages and limitations. Evaluate the contributions of teaching machines.
Contrast- Bring out the points of difference. Contrast the novels of Jane Austen and William Hakepeace Thackeray.
*Compare- Bring out points of similarity and points of difference. Compare the legislative branches of the state
government and the national government.
*Continuity- Explain how things remained the same over time. Explain the religious continuity during the
Roman period.
Criticize- State your opinion of the correctness or merits of an item or issue; criticism may approve or disapprove.
Criticize the increasing use of executive agreement in international negotiations.
Describe- Give an account of; tell about; give a word picture of. Describe the pyramids of Giza.
Define- Give the meaning of a word or concept place it in the class to which it belongs and set it off from other
items in the same class. Define the term “archetype”.
Discuss- Talk over; consider from carious points of view; present the different sides of. Discuss the use of pesticides
in controlling mosquitos.
Interpret- Make plain; give the meaning of; give your thinking about; translate. Interpret the poetic line, “The
sound of cobweb snapping is the noise of my life.”
Illustrate- Use a word picture, a diagram, a chart, or a concrete example to clarify a point. Illustrate the use of
catapults in the amphibious warfare of Alexander.
Justify- Show good reasons for; give your evidence; present fasts to support your position. Justify the American
entry into World War II.
Prove- Establish the truth of something by giving factual evidence or logical reasons. Prove that in a fullemployment economy a society can get more of one product only by giving up another product.
Illustrate- Use a word picture, a diagram, a chart, or a concrete example to clarify a point. Illustrate the use of
catapults in the amphibious warfare of Alexander.
13
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Logical Argumentation and Logical Fallacies
The Concise English Dictionary defines logic as “the science of reasoning, proof, thinking, or
inference.” An argument is a chain of logical reasoning that supports a specific claim. There are
three main categories of claims.



A “Claim of Fact” is a statement that something is true or untrue. Example: Violent movies
cause violent behavior in viewers.
A “Claim of Value” is a statement that something has worth or does not have worth. Example:
Ms. Banner is the best qualified candidate.
A “Claim of Policy” is a statement that something ought to be done or not done. Example: We
need a law to protect our public beaches.
In argumentation central claims require strong evidence to gain agreement and support. The most
persuasive arguments are those that include multiple and varied forms of evidence. There are
eight main categories of evidence.







Analysis- Separate the whole into relevant parts. The prologue of the play established central
themes immediately.
Comparison- Note similarities and differences. Fellowship of the Ring contained less action and
more narration than the Two Towers.
Demonstration- Describe or illustrate by experiment or practical application. When the cells are
deprived of adequate protein, they shrink.
Experience- Deduce through information of the senses and personal knowledge. Today is much
colder than yesterday.
Expert Testimony- Present the judgment of an acknowledge specialist. Dr. Emerson, a noted
astrophysicist, believes planet X exists.
Prediction- Make known in advance based on special knowledge. Past patterns of behavior
indicate he will stay married less than a year.
Statistics- collect, organize, and interpret mathematical data. Less than ten percent of published
playwrights earn at living at their trade.
14
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Effective Evidence Usage: Degrees of Persuasion
Prompt:
What effects does Globalization have on society?
Descriptive Answer:
Globalization has both positive and negative effects on society. On a positive note, it can
increase the living standards in developing countries, while leading to greater wealth for
developed nations. It can bring negative effects because the engine of “corporate
imperialism” which tramples over the human rights of developing societies.
Specific Answer:
Globalization affects our society in both negative and positive ways. Connections are built and
interactions occur allowing undeveloped nations the opportunity to prosper economically and
socially. It also has negative effects because local culture is lost and some believe their
culture in inferior. For example, Native Americans were forced to abandon their culture.
Precise Answer:
Globalization has negative and positive effects on society. Globalization has negative effects on
societies because countries lose unique aspects of their culture. For example, as companies
like McDonalds spread through the world you find yourself eating it even though you are in
say Italy. Whereas before McDonalds you might have eaten something authentic to Italy.
On a positive note, globalization can be an engine of commerce raising the standard of living
in developing nations and contributing to the wealth of developed countries by providing job
opportunities in exchange for cheap labor. As an example, foreign locals now have jobs at
the McDonalds stores and owners pay cheaper labor.
15
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Thesis Writing Strategies
The following formulas are intended to provide thesis writing strategies for students. The AP
essays are timed and therefore there are no expectations for a traditional final drafted essay in the
time allotted. Instead, the College Board requires a quick rough drafted essay that demonstrates
the students’ ability to write a logical essay with effective historical evidence usage and strong
analysis. These formulas are designed to speed up the rough draft writing process and help
organize student responses. They are not intended to limit the thesis writing process but as a
basic strategy to avoid writer’s block.
DBQ Thesis Formula-X. However, A, B, & C. Therefore, Y.
Instructions: Each symbol above represents a part of the first paragraph.
X= The “X” is an opposing argument to the writer’s argument in answer to the question.
For example, if the prompt were:
Using the following documents, analyze similarities and differences in the mechanization of the
cotton industry in Japan and India in the period from the 1880s to the 1930s. Identify an additional
type of document and explain how it would help your analysis of the mechanization of the cotton
industry.
X= Some historians have argued that the mechanization of the cotton industry had a universal impact on
region territories. However,...
However, A, B,&C=These letters represent the grouping required to fulfill the requirement of a
thesis and the grouping of documents. They are the students’ 3 groups of documents which
will answer the question. In this example they are grouped by similarities and differences in
the mechanization of the cotton industry in Japan and India.
For example, However, focusing on the universal impacts such as harsh conditions of labor(A), fails to
acknowledge key differences in the cotton industry such as a dominance of male labor in India vs.
female labor in Japan(B), and differences between sources of labor in different social class
systems(C).
Therefore, Y.=The “Y” concludes the argument. This portion must fulfill the requirement of a
thesis to earn the point.
For example, Therefore, this essay will use documents from Japan and India in the period from the 1880s
to the 1930s to demonstrate that the mechanization of the cotton industry did not provide a universal
impact on region territories, but also provided differences.
16
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Sample Thesis using the formula –
Some historians have argued that the mechanization of the cotton industry had a universal impact in
Asia. However, focusing on the universal impacts such as harsh conditions of labor, fails to
acknowledge key differences in the cotton industry such as a dominance of male labor in India vs.
female labor in Japan, and differences between sources of labor in different social class systems.
Therefore, this essay will use documents from Japan and India in the period from the 1880s to the
1930s to demonstrate that the mechanization of the cotton industry did not provide a universal impact
in Asia, but that each country utilized the industry in similar and different ways.
X.
1st
CCOT or Comparative Thesis Formulaterm was A & B, while 2nd term was C & D. Therefore, Y.
Instructions: Each symbol above represents a part of the first paragraph.
X= the “X” is an opening sentence to the writer’s argument in answer to the question. It can
restate the question, but must identify how the writer will answer the question. .
For example, if the prompt were:
Describe and explain continuities and changes in religious beliefs and practices in ONE
of the following regions from 1450 to the present. (CCOT)
Sub-Saharan Africa
Latin America/Caribbean
X= There are many continuities and changes in the religious beliefs and practices in Sub-Saharan Africa
from 1450 to present.
1st term was A & B, while 2nd term was C & D.=This portion is the heart of the thesis. The 1st
& 2nd terms connect back to the question. The letters A,B,C&D are the changes or
continuities that the student needs to present in order to fully answer the question. In a
comparison essay, A,B,C, & D refer to the similarities and differences. Remember, this is a
strategy to simply organize the information. If does not fit, do not force it.
For example, Sub-Saharan Africa changed during this period since new religions were introduced into
the interior of central Africa(A) such as Christianity by the Europeans and these new religions spread
to change native religions of Africa(B), while Sub-Saharan Africa continued to believe in forms of
animism(C) and to integrate these animistic beliefs into new religions(D) such as in Islam.
Therefore, Y.=The “Y” concludes the argument in the Comparative or CCOT essay.
For example, Therefore, there are similarities and differences during this period in the religious beliefs
and practices of Sub-Saharan Africa.
17
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Pre-write Practice Worksheet
Thesis Statement:
State three major topic sentences that support the thesis (A,B,& C):
1)
2)
3)
Rank the four most important pieces of factual information that support the topic sentence:
1a)
1b)
1c)
1d)
2a)
2b)
2c)
2d)
3a)
3b)
3c)
3d)
Create a clincher sentence that ties the paragraph together and links it to the thesis:
1)
2)
3)
Conclusion:
18
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Document Based Question Sample Rubric
Essay One-50 min.
(Includes a 10-min.reading period for all essays)
BASIC CORE (competence)
0–7 Points
1. Has acceptable thesis.
1 Point
• The thesis must explicitly state at least one similarity and one difference in the
characteristics of the question.
• 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.
• Thesis statements such as “there were more similarities than differences” are not
acceptable.
• The thesis CANNOT count for any other point.
2. Understands the basic meaning of documents.
1
Point
(May misinterpret one document.)
• Students must address all 10 of the documents.
• Students must demonstrate understanding of the basic meaning of at least nine
documents.
• Students may demonstrate understanding of the basic meaning of a document by
grouping it in regard to a specified characteristic of the question.
• Restating or quoting the content of the documents separately does not adequately
demonstrate an understanding of basic meaning.
3. Supports thesis with appropriate evidence from all or all but one document. 2
Points
For 2 points:
• Specific and accurate evidence must be explicitly drawn from a minimum of nine
documents.
• A document that is simply listed cannot count as evidence.
For 1 point:
• Specific and accurate evidence must be explicitly drawn from a minimum of eight
documents.
• A document that is simply listed cannot count as evidence.
4. Analyzes point of view in at least two documents.
19
1 Point
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
• Students must correctly analyze point of view in at least two documents. 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 identifying a plausible 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 of “bias” by providing some plausible analysis.
Mere attribution is not sufficient. Attribution is copying or repeating information verbatim
from the source line of the document.
5. Analyzes documents by grouping them in three ways.
1
Point
• Students must explicitly and correctly group the documents in three ways.
• A minimum of two documents (used appropriately) constitutes a group or subgroup.
• Students may not receive credit for both the larger group and the subgroups within it.
• No comparison within the paragraph or thesis is necessary to earn the grouping point.
• Groupings must coherently address the characteristics identified in the question.
6. Identifies and explains the need for one type of appropriate additional document
or source.
1 Point
• Students must identify an appropriate additional document, source or voice and explain
how the document or source will contribute to their analysis of the characteristics
identified in the question.
Subtotal
EXPANDED CORE (excellence)
7 Points
0–2 Points
Expands beyond basic core of 1–7 points.
A student must earn 7 points in the basic core area before earning points in the expanded
core area.
Examples:
• Provides more than one similarity and difference.
• Provides consistent comparative analysis throughout the essay.
• Has a clear, analytical and comprehensive thesis.
•Goes well beyond the minimally acceptable thesis.
• Shows careful and insightful analysis of the documents
•Recognizes the historical context of the documents.
•Analyzes all 10 documents.
•Explains corroboration and links between documents.
• Uses documents persuasively as evidence.
• Analyzes point of view in most or all documents.
• Provides thoughtful analysis of author’s background, intended audience, tone or historical
context.
20
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Change and Continuity Over-Time (CCOT) Sample Rubric
Essay Two- 40-Min
BASIC CORE (competence)
0–7 Points
1. Has acceptable thesis.
1 Point
• The thesis correctly specifies BOTH continuity and change.
• 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 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.
2. Addresses all parts of the question, though not necessarily evenly or thoroughly.
2 Points
For 2 points:
• Essay addresses BOTH continuity AND change.
For 1 point:
• Addresses continuity OR change.
3. Substantiates thesis with appropriate historical evidence.
Points
2
For 2 points:
• Provides at least five pieces of historically accurate evidence of continuity AND change in
patterns. Each piece of evidence must be a supporting example of continuity OR .
For 1 point:
• Partially substantiates thesis with appropriate historical evidence. Provides at least four
pieces of accurate evidence of continuity AND/OR change in patterns.
4. Uses relevant world historic context effectively to explain continuity and change
over time.
1
Point
• Essay relates or describes extra regional (e.g., North Africa or Europe) connection or a
global process (e.g., slave trade or expansion of trade networks) to explain continuity or
change in patterns. Using “relevant world historical context” CANNOT count for the
analysis point (#5) but can be included in the evidence count (#2), if appropriate.
21
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
5. Analyzes the process of continuity and change over time.
1
Point
• Accurately explains reason for or impact of a continuity OR a change in patterns or
practice.
• “Analyzes … ” CANNOT count for “uses relevant world historical context” (#4) but can be
included in the evidence count (#2), if appropriate.
Subtotal 7 Points
EXPANDED CORE (excellence) 0–2 Points
Expands beyond basic core of 1–7 points. A student must earn 7 points in the basic core
area before earning points in the expanded core area.
Examples:
• Has a clear, analytical and comprehensive thesis.
• Analyzes all issues of the question (as relevant): global context, chronology, causation,
change, continuity, effects, content.
• Provides ample historical evidence to substantiate thesis.
• Provides links with relevant ideas, events and trends in an innovative way.
TOTAL 9 Points
Comparative Essay Sample Rubric
Essay Three- 40-Min
1. Has acceptable thesis.
1 Point
• The thesis must include both a valid similarity and a valid difference.
• The thesis must be relevant to the time period, but the dates need not be explicit.
• The thesis must be explicitly stated in the introduction or the specified 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.
2. Addresses all parts of the question, though not necessarily evenly or thoroughly.
For 2 points:
• Identifies at least one valid similarity and one valid difference.
• Discusses two topics but not necessarily evenly.
For 1 point:
• Identifies at least one valid similarity or at least one valid.
• Discusses two topics but not necessarily evenly.
22
2 Points
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
3. Substantiates thesis with appropriate historical evidence.
Points
2
For 2 points:
• Must provide at least five specific pieces of evidence(at least two from each empire).
• Evidence must be within the designated time
For 1 point:
• Must provide at least three specific pieces of evidence(at least one from each topic).
• Evidence must be within the designated time periods.
5. Makes at least one direct, relevant comparison between/among societies.
1 Point
(The direct comparison may discuss either similarities or differences.)
• To earn this point, the comparison must be made somewhere other than in the thesis.
5. Analyzes at least one reason for a similarity or a difference identified in a direct
comparison. 1 Point
• Analysis (reason why) must be related to a similarity or a difference.
Subtotal 7 Points
EXPANDED CORE (excellence)
0–2 Points
Expands beyond basic core of 1–7 points.
A student must earn 7 points in the basic core area before earning points in the expanded
core area.
Examples:
• Has a clear, analytical and comprehensive thesis.
• Addresses all parts of the question thoroughly (as relevant): comparisons, chronology,
causation, connections, themes, interactions, content.
• Provides ample historical evidence to substantiate thesis.
• Relates comparisons to larger global context.
• Makes several direct, relevant comparisons between or among societies.
• Consistently analyzes the causes and effects of relevant similarities and differences.
• Applies relevant knowledge of other regions or world historical processes.
• Discusses change over time (e.g., changing methods of political control as topics began to
decline or evolve).
• Recognizes subtle differences between the topics.
Subtotal 2 Points
TOTAL 9 Points
23
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
Multiple Choice Question Strategies
The MC section accounts for 50% of your overall WHAP exam score. You have 55 minutes to answer 70
MC questions. Historically, getting 47 correct out of 70 questions (67%) sets you up for passing the exam.
1. Manage the clock
Periodic checks of the clock allow you to effectively pace yourself. Remember you have 55 minutes to
answer the 70 questions, leaving about 47 seconds per question on average!
2. Avoid sequential answering
Don’t restrict yourself to answering all questions in order. Make a goal of reading all questions and answer
what you know first. Then revisit the unanswered questions and use an elimination strategy to narrow
possible answers to make your guess. Take care to make sure your answer sheet accurately corresponds to
each question.
3. Read Questions Twice and Identify Critical Words
Highlight or notate on your test page critical question components. Identify the relevant time period,
content focus (GESP) and key mental action words (i.e.: strengthened, limited, etc.). Always circle the
word EXCEPT; and remember it means what does not belong!
4. Select the BEST Answer
Remember you are always searching for the BEST answer possible from the answer choices. There may be
two correct answers but one may be more rightly connected to the question.
5. Guessing
Guessing is an acceptable strategy. There is no penalty assessed for incorrect or blank answers. Narrow
your answer choices using an elimination strategy and then make your best guess from the remaining
possible answers.
6. Elimination strategies
a. Outside of the scope of time
b. Wrong under all circumstances (i.e. Alexander the Great abolished sailed around the coast of
Africa)
c. Irrelevant to scope of focus (i.e. question on caste systems with answer choices
on Roman imperialism)
d. Absolutes (never, forever, always, all)
e. Eliminate wrong choices by putting a line through its corresponding answer letter.
This action affirms your mental decision-making!
6. Check your answers
a. Remember to use extra time to go back over your answers. In the moment, many people overlook
small details which may determine the correct answer. Go back and revaluate some questions you
had difficulty with and make sure you have bubbled in your desired answers. This way you can be
proud of your best efforts regardless of the result.
24
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
7. Practice
a. Practice! Practice! Practice! If you miss a question in practice, you will know how to answer it
during the exam that matters. Expose yourself to as many questions as you can so that you are
prepared for the day of the exam and know the correct answers.
Presentation Tips
1.
Know your subject: Check your facts and know how to
correctly pronounce names/words. DO NOT READ!!!
2.
Make Consistent and Constant Eye Contact with the entire
room. Scan your head!
3.
Use an effective Visual Aid: Clearly seen by all in the room.
HELPS your communication.
DO NOT READ POWER POINT SLIDES!
4.
Steady Voice Projection: Must be heard equally by all audience
members. Must speak clearly and enunciate clearly.
MIND YOUR FLOW
5.
Maintain Relaxed Physical Gestures: Avoid unnecessary
pacing, hands in pocket, gum chewing, leaning on
table/podium, etc. Composure results from effective
preparation!!! Dress appropriately! If you take it seriously so
too will your audience.
6.
Involve the Audience: Ice- Breaker, pose questions, give a quiz,
have them participate physically, analogies, or appropriate
vocabulary that the audience can relate to easily,
7.
Manage your Time: Conversational Pace. Rehearse, Rehearse,
Rehearse! Practice at home with your friends or family. They
will always be more difficult to present to than strangers.
25
WHAP-World History AP
Liberty H.S.
8.
Kurtz
2014-15
Learn from the Process: Make a mental note of what went well
or what could have been improved for future presentations. A
good speaker is always improving.
Reasons for Taking the AP Exam
1.Why Not? The exam does not count against you. The only people that will know
your result will be those you inform. You are the only one that can contact the
College Board to send transcripts. If you do well, you receive all the benefits
below.
2. College Apps- Colleges accept those they think will be successful. Why not
prove that you are capable of passing a college level course and exam before you
even show up? Colleges do pay attention do these achievements.
3. Challenging- The AP Exam is hard. However, put in the work now to
distinguish yourself and enjoy the benefits. There is no harm for trying, but
overcoming such a challenge provides many rewards.
4. Experience- Studies show that the exam prepares students for college. The
correlation is clear that if a student takes the AP exam, they have a higher chance
of success at college. Practice makes perfect and there is no substitute for
experience.
5. Money-You will save lots of money from earning college credits early. In the
short term, UW is currently charging $682/credit, which is $2,046 before
additional fees for 3 credits. The AP Exam costs $93.00. In the long term, how
much could school cost if you are unprepared or unaccepted into the program of
your choosing?
6. Time-Why retake another 4 month class in college that you already took and
passed in high school? Why repeat the same class if you already know the
material? Save your time for something new, exciting, fun, or more important.
7. Status-Why not enter into college at a higher status than a freshman? The best
classes are always in what you want to take versus “have to take”. Students who
have a higher status in college get first choice at classes and fewer prerequisites.
8. Pick your own reason- Everyone has there own reasons for taking on a
challenge. Think about it and decide. I will support your decision either way, but if
you don’t have a reason, pick your favorite from above.
26
WHAP-World History AP
Liberty H.S.
Kurtz
2014-15
27