AP World History Exam The Long Essay

AP Exam Section I Section II Part A: 55 Multiple Choice 55 Minutes 40% of Total Exam Score Part B: 3 Short Answer 40 Minutes 20% of Total Exam Score Section II Part A: Document-Based Question 60 Minutes 25% of Total Exam Score Part B: Long Essay (Choose 1 from 3 Choices) 15% of Total Exam Score

Historical Thinking Skills Every essay question will assess one or more of these skills Analyzing Sources and Evidence Content and Sourcing Explain author’s point of view, purpose, audience, format, historical context Demonstrate understanding of significance Evaluate usefulness, reliability, limitations Interpretation Analyze author’s argument Determine historical evidence that supports author’s argument Evaluate argument’s effectiveness Analyze diverse historical interpretations

Historical Thinking Skills Making Historical Connections Comparison Compare diverse perspectives Compare historical events, figures, processes Analyze similarities and differences Contextualization Situate historical events within broader regional or global context Synthesis Make connections between different historical events, periods, regions, etc. Make connections between different AP SPICE Themes Use insights from a different discipline (economics, government, politics, art history, anthropology, etc.)

Historical Thinking Skills Chronological Reasoning Causation Explain long and short-term causes and effects Evaluate the significance of causes and effects Patterns of Continuity and Change Over Time Identify patterns of continuity and change over time Explain significance of CCOT patterns Explain how patterns relate to larger historical processes or themes Periodization Explain ways historical events can be organized into historical periods Evaluate significant turning points between historical periods Analyze different models of periodization

Historical Thinking Skills Creating and Supporting a Historical Argument Argumentation Formulate a defensible claim about the past in a thesis Develop and support a historical argument while applying a certain skill (Comparison, CCOT, periodization, etc.) Evaluate evidence to support a historical argument Relate diverse evidence to illustrate historical relationships (contradiction, corroboration, etc.)

Long Essay Requirements Thesis Make a historically defensible claim Respond to ALL parts of the question Contextualization Describe the broader historical context relevant to the prompt Supporting the Argument with Evidence Use SPECIFIC examples to support your thesis/argument Analysis and Reasoning Application of Historical Thinking Skills Develop and support argument Apply Historical Thinking Skill indicated by the question Demonstrating Complex Understanding Apply the “rule of 3”: Connect to a different historical period, situation, era, or geographical area

Writing the Long Essay Rule of 3 Tell ‘em what you’re gonna tell ‘em Always include at least 3 major points to cover Comparison- 2 similarities, 1 difference or vice versa Continuity and Change- 1 continuity, 2 changes or vice versa Causation- 2 causes, 1 effect, vice versa, or 3 causes depending on what the question asks for Tell ‘em what you’re gonna tell ‘em Tell ‘em Tell ‘em what you told ‘em

Writing the Long Essay Introduction Body Paragraphs (at least three) Background Thesis Statement- addresses rule of 3 Body Paragraphs (at least three) 1 paragraph per point Topic sentence/Argument (Application of Historical Thinking Skill) Context Evidence Demonstrate complex understanding Conclusion Not required but helpful for summing up your argument Restate thesis (echo)

Rubric Maximum Possible Points: 6 Thesis (1) Contextualization (1) Defensible claim Addresses all parts of the question Contextualization (1) Describes the broader historical context relevant to the prompt i.e. historical events, developments, or processes that occurred before, during, or after the time frame of the question Evidence (2) Uses specific examples (2-3) to address the topic of the question (1) Uses specific examples to prove the thesis/argument (1) Analysis and Reasoning (2) Application of Historical Thinking Skills (1) Develop and support argument Apply Historical Thinking Skill indicated by the question Demonstrating Complex Understanding (1) Apply the “rule of 3”: Connect to a different historical period, situation, era, or geographical area