good format for answering the prompt. First, evaluate whether or not it is a turning point. Changing periodization can change a historical narrative. Encourage your students to visit the. Question 1 (required periods 3-8, question 2 (required periods 3-8, students choose between Question 3, periods 1-5, and Question 4, periods 6-9.
The College Board describes the historic thinking skill of "Periodization" as follows: Historical thinking involves the ability to describe, analyze, evaluate, and construct models that historians use to organize history into discrete periods. Students analyze historical texts, interpretations, and evidence. Learn to weigh evidence and interpretations as you build your factual knowledge.S. The document-based question focuses on topics from periods 3.
History Course and Exam Description (PDF.S. Moreover, historical thinking involves being aware of how the circumstances and contexts of a historians work might shape his or her choices about periodization. American democracy has faced numerous challenges from the 1700s to modern day.
This skill requires that you are able to determine if an event or series of events is a turning point. Exam questions from the May 2014 administrations and before are also available. History Practice Exam (PDF/1.3MB view course details). Learn about the developments that have shaped.S. Does not describe the ways in which the historical development specified in the prompt was different from OR similar to developments that preceded and/or followed. The question choices focus on the same theme and skill, but students choose from three options, each focusing on a different range of time periods: Option 1: periods 1-3, option 2: periods 4-6, option 3: periods 7-9. Questions are based on key and supporting concepts, course themes, and the disciplinary practices and reasoning skills outlined in the course and exam description. You get nothing if you don't do either. Analyzes the extent to which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis 2, describes the ways in which the historical development specified in the prompt was different. In this invaluable resource, the Chief Reader of the AP Exam compiles feedback from members of the reading leadership to describe how students performed on the FRQs, summarize typical student errors, and address specific concepts and content with which students have struggled the most that.