AP Notes: SAQ ( short answer questions)

A answer the question

C cite specific factual evidence
E explain how the evidence proves the assertion
- 4 questions, you must answer 3(2 is required)
- 40 minutes
- 20% of exam score
- Must stay in the box given in the booklet
- Often asked to do 2-3 tasks (which we label)
- 3 required
- Each SAQ has 3 parts
- Question 1 is required that includes a secondary source
- Each answer should have 2-3 sentences with rich context..
Question 1: Secondary Source
What is the LEQ
● (Long essay question)
● It is one of the two large essays you will write on the AP exam
○ The first essay is the DBQ ( document-based-question )
● 40 minutes
● 15% of your AP exam score
● 6 points total
● Given 3 options - you pick one
● You must use the format of one of the following
○ Comparison ( similarities and differences )
○ CCOT ( changes and continuities over time )
○ Causation ( causes and effects )

Section 2B: long essay

● Students explain and analyze significant issues in world history.
● Students develop an argument supported by an analysis of historical evidence
● The question choices focus on the same skills and the same reasoning process
(e.g., comparison, causation, or continuity and change)
Part A
- Have to write a Thesis ( 1 point)
- The thesis uses specific information to Answer the Prompt
- Avoid vague statements like “There were many causes
Part B
- Have to write contextualization
 - Broader historical events, developments, or processes, that occur before,
during, or continue after
Part C: Evidence ( 2 points)
- To earn one point, the response must identify specific historical examples of
evidence relevant to the topic of the prompt.
- To earn two points the response must use specific historical evidence to
support an argument in response to the prompt
- If your evidence is inaccurate or outside the time period of the prompt it is
disregarded ( that way it won’t count towards your evidence in total,

Evidence
1 pt. Provides specific examples of 1 pt. Support an argument in response
evidence relevant to the topic of the
prompt. ( include 5+ pieces of evidence)

Difference between provide and support

- The first point is for simply providing evidence addressing the topic of the
argument
Evidence Dont’s
- Don’t write a long list of items and expect each to be counted as a separate
piece of evidence
- Expand on each piece of evidence: be clear and specific
Part D: Analysis and Reasoning (1 point)
Uses historical reasoning ( comparison, causation, CCOT) to frame or structure an
argument that addresses the prompt.
To earn the first point, the response must demonstrate the use of historical reasoning
to frame or structure the argument.

Part D: Analysis and Reasoning Part 2

This is called the complexity point. It is awarded to essays that go above and beyond
the basic requirements of the rubric. You do not need to do everything in the bulleted
list below to earn this point, but hitting a few of them and having a really solid,
well-argued essay with lots of sourcing and outside evidence will help get you closer.
From College Board: Demonstrates a complex understanding of the historical
development that is the focus of the prompt, using evidence to corroborate, qualify, or
modify an argument that addresses the question.
 - Explaining nuance of an issue by analyzing multiple variables
- Explaining both similarities and differences, or explaining both continuity and
change, or explaining multiple causes, or both causes and effect
- Explaining relevant and insightful connections within 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.
LEQ format
1st Paragraph:
Contextualization (3-4 sentences), Connecting Sentence, Thesis Statement (1-2
sentences)
2nd Paragraph:
Topic sentence about North fighting for moral reasons; Name & describe a piece of
evidence to support this topic sentence, Develop your argument with that evidence
(how that evidence supports your topic sentence); Do the same thing for the second
piece of evidence.
3rd Paragraph:
Topic sentence about the South fighting to preserve its own institutions; Name &
describe a piece of evidence to support this topic sentence, develop your argument
with that evidence (how that evidence supports your topic sentence); Do the same
thing for the second piece of evidence.
4th Paragraph:
Topic sentence about both fighting over slavery; Name & describe a piece of evidence
to support this topic sentence, Develop your argument with that evidence (how that
evidence supports your topic sentence); Do the same thing for the second piece of
evidence.

DBQ:
Contextualization will always be before the prompt.
Our first paragraph will always start with one of our topics sentences, this will come
from one of our argumentative/lines of reasoning from our thesis statement.
Then start including your evidence that supports your topic sentence for this
paragraph
- Document__#1__ states that…
- We DO NOT QUOTE THE DOCUMENT! Write your summary of the document (-
This demonstrates…)
- Explain how this document supports your argument in your topic sentence.
- (HIPP source the document) only choose one of the following, topic sentence
starters.
- The purpose of this document is _____ and that is important because____.
 - The point of view in this document is____ and that is important because.
- (Historical context)The events of this document are situated in the larger
context____ and that is important because___. ( we have to show why the
document is important for the historical context)
- The Intended Audience of this document is ____ and that is important
because____.
- Then repeat for another document. You can always repeat the same topic
sentence for every document evidence you need to HIPP source.
Continuities and Changes in networks of Exchange 1450-1750

Continuities in Networks of Exchange 1450-1750 Changes in Networks of Exchange 1450-1750

● State sponsored trade ● New knowledge of ocean currents

● Syncretism ● Switch to water trade routes
● Explorers/Exploration ● New advancements in ship technology
● Disease spread through trade routes ● Silver becomes a hot commodity
● Development of Technology which assisted trade ● Globalization of trade
● Demand for luxury goods ● Mass death in trading areas
● Spread of religion along trade routes ● Trade dominated by European empires
● Trading posts ● Improvements in ship design
● Use of gunpowder ● Expansion of slave trade
● Use of some of the same navigation technology ●
Unit 6 LEQ 3/7/23
Prompt
In the period circa 1750–1900, the expansion of European imperialism around the world led non-European
states and societies to resist European territorial expansion and/or economic interference.
Develop an argument that evaluates the extent to which European imperialism in Afro-Eurasia led to active
resistance by indigenous societies during this period.
Cause
Effect
Thesis: , active resistance by the indigenous societies in Afro-Eurasia to European imperialism was
Between 1750-1900.
Example 1:
Because of superior weaponry and economic benefits, active resistance by the indigenous societies
Afro-Eurasia to European imperialism was minimal between 1750-1900.
A & B in thesis:
- Strong European militaries
- Superior technology
- Advanced industrialization of European nations.
Claim
Examples to support my claim: Extensive
The way indigenous societies were being perceived through Social Darwinism.
Nationalism is in maintaining a way of life. (Own culture)
Protecting “my stuff”
Questioning about leadership and authority
Example 1 of 2 body paragraphs to support my claim
Body paragraph 1: Strong European militaries
Specific evidence:
- mass amount of industrialization
Body paragraph 2: Superior technology
Specific evidence:
- advanced weaponry
Example 2 of 2 body paragraphs to support my claim
Body paragraph 1: Nationalism
Body paragraph 2: Maintaining way of life (Keep their own culture)
 Contextualization:
- The Enlightenment #1
- Berlin Conference #6
- The industrial revolution #3
- Scientific revolution #2
- Social Darwinism #9
- Imperialism #5
- Scramble for Africa #8
- Nationalism #7
- Capitalism #4
- Development of machine engines, communication #10

Unit 6 DBQ timed

Thesis skeleton: Because _A & B_ railroads affected the process of empire-building __y-claim____ in
AfroEurasia between 1860 and 1918.
Thesis example: Because Empires used railroads to strengthen control in colonial states and
economic benefits, railroads greatly affected the process of empire-building in AfroEurasia between
1860 and 1918.

_A & B_: Imperialism, industrial revolution, competition among states

Contextualization: Prior to 1860
1. Industrial Revolution
2. Natural Resources/ Market for Trade
3. Imperialism
4. Berlin Conference: set the rules to imperialism in Africa
Topic sentences: Empires used Railroads to…
Strengthen their colonial states

Prompt: Evaluate the extent to which the international situation following World
War I contributed to World War II.
Thesis skeleton: Because of _A & B_ the international situation following World War 1
__y-claim__ contributed to World War 2.

Context
Inter war period
World war
Paris peace conference
Treaty of versailles
DOCUMENTS EXPLANATIONS:
Document 1 states that is an expert it states about the effects of the treaty Versaille on the economy
of Europe, this demonstrates people were worried about the treaty on how the treaty doesn't help
with the economic disabilities after the war.
Hipp the purpose of this doc shows, and because the document was written
Document 4 shows the policy of appeasement, Hitler knew that he could just take the Sudetenland
because nato wouldn’t do anything. After all, nato didn’t do anything when Japan and Italy started
to invade other countries and expand their country because nato didn’t want to conflict to result in
another war.
SAQ: