For essays, do you guys think intro and conclusion paragraphs are necessary? I was wondering as they wouldn’t reward points (aside from where the thesis goes) and may take unnecessary time.</p>
Pixell, it’s best that your thesis paragraph is the introduction paragraph, or so I’ve been told. The conclusion paragraph is simple. The samples I’ve seen all have very short conclusions, but enough to wrap up the piece. The better you write, the more likely the reader is to give borderline points (once again, or so I’ve been told). :)</p>
Lot’s of useful stuff in this thread! I’m a freshman taking this class so it’s my first AP and I’m kind of nervous. I’ve taken about 3 practice exams and I usually get a 60-70%. I’m fairly confident in my ability to get a 4 but I would love a 5. </p>
Whenever you are NOT studying for this (rare I know) like browsing the internet, jogging, etc. I’d suggest listening to the songs by these people, it’s history put to current (or 80s it seems) music. It could be useful for some people. [YouTube</a> - historyteachers’s Channel](<a href=“http://www.youtube.com/user/historyteachers]YouTube”>http://www.youtube.com/user/historyteachers)</p>
Good luck Thursday!!!</p>
I’m just going to read this gigantic history book and study FRQ and DBQ scoring rubrics and I should get a 5.</p>
Could somebody help me grade this DBQ? It is the 2010 AP DBQ from collegeboard: Thank you so much! I’m very unexperienced at DBQS. (Please forgive my grammar since English is my 2nd language) <a href=“Supporting Students from Day One to Exam Day – AP Central | College Board”>Supporting Students from Day One to Exam Day – AP Central | College Board;
From the late 1800s to mid 1900s, the cotton industries were significant to both India and Japan. There are many similarities between the two countries’ cotton industry, such as source of labor, while there are significant differences like amount of female workers and total amount of production.
Both India and Japan acquired heap labor from farming communities. Japanese industrialist Shunsuke (Doc 5) wrote that their cheap labor was recruited from peasants, and since all they have to do is maintain their own living, their wages are generally lower. In fact, many Japanese farm girls went to work in mills, as recorded by a Buddhist priest (Doc 4), many peasants were poor and had harsh farming conditions, and factory girls’ wages were higher than farmers’ income of the entire year. So rural families valued these factory girls as their only salvation. But since the document is from a Buddhist priest’s point of view, it might be slightly biased toward the peasants, since Buddhism valued compassion. Farmers’ working conditions might not be as bad as it was described here, so factory girls many not be valued as much. Similarly, in India, as reported by the British royal Commission of Labor (Doc 9), most workers were recruited from peasants/ agricultural workers, as well as unemployed hand weavers. And wages for them is as well, lower.
Working conditions were harsh in both countries for workers. In the journal of two Japanese women working in textile factories (Doc 3), it was written that the first year they weren’t even paid, and when work is over they were too tired to do anything else. There were also many sick people in the factory. But this journal might not be entirely accurate because the women were recalling from their childhood, they might have exaggerated their tiredness and the horrible working conditions. In India, from the Report of the British Royal commission of Labor (doc 9) the workers lived in small rented huts, and the wages were low with no improvements over the last decade.
In India and Japan’s cotton industries, the amount of cotton yarn production vary significantly. According to the data gathered by British Colonial authorities (Doc 1) and the data by Japanese Imperial Cabinet Bureau of Statistics (Doc 2), the total amount of yarn production (both hand spun & machine spun) in India started out much greater than in Japan. The amount increased but did not change significantly over the years in India, but in Japan it increased rapidly.
The method of production differs as well. In India, hand-spun yarn amount decreased over the years while machine-spun yarn increased. From the photo of the Nichibo cotton mill of Japan (Doc 8), we could see that in the 1920s, hand-spun yarn was still very popular. It would also be helpful to include a comparison chart of the amount of Japanese hand-woven and machine yarn, instead of merely a picture. In the photo of the Indian textile mill in 1935, machines had replaced hand weaving. Similarly in “the Foundation of Indian Economics” (Doc 6), it was written that there was a rapid decline of hand woven cloth industry.
The percentage of female cotton textile laborers differs greatly between Japan and India. Data from “Industrialization and the Status of women in Japan” (Doc 7) shows that in India from 1909-1934, the percentage of female cotton laborers remained as low as 20%. But in Japan from 1920-1930, the percentage is very high, around 80%. It could also be seen from the photo of a cotton mill in Japan (Doc 8) that many laborers were women.
Cotton industry in India and Japan from the 1880s to 1930s had many similarities, both acquired low-wage workers from farming communities and had bad working conditions. But their method of production differs, as well as the percentage of female laborers in factories.</p>
superscared for the ccot x.x</p>
Hey, everyone.</p>
I’m averaging 57-62 on various practice MCs, and I think I could get at least a 6 on the DBQ, depending on the topic.</p>
However, I’m really not sure what to do to study for the CCOT and C&C. My teacher was absolutely useless this year. >_<;; What scores do I need to get a 5 on the exam? And how do I study for the essays in … 3 days?</p>
@cantabile234 Same question here! I need essay tips as well. >_< you could enter your score on appass.com and it’ll tell you what scores you need to get a 5…</p>
A 60/6/4/4 will earn you a 5.</p>
Is it just me who is freaking out over this test?? I’m so afraid for the Free Response questions! We’ve only done one of each in class >.< Well, except the DBQs, we’ve done at least 5 or 6 timed ones. </p>
I need to get good at the essays, and fast.</p>
@OrangeD00D</p>
We did 2 FRQs in the span of 2 YEARS (our course is a 2-year class)
We didn’t even HAVE a practice ccot this year :(</p>
I know your scores don’t have to be superhigh for a 5 (like ichheissemann) said, but AP world is just so INTIMIDATING! T-T</p>
@Missfloratang</p>
I scanned your essay, and i think you got a 7! goodjob :)</p>
points to work on: make your thesis maybe a bit more analytical and less “There are similarities like… and there were differences like…”</p>
i.e. say “Around the late 1800s and mid-1900s, while the cotton industries of India and Japan produced vastly different amounts of product and enlisted different numbers of female workers, their sources of labor remained fundamentally similar.”</p>
wordy, but yeah.</p>
Also, I noticed that you used several documents multiple times. This is unnecessary and may be a drain of your time. It’s probably better (time-wise at least) to just use them once since writing the essays is mainly about time-management.</p>
Alrighty, I finally got the nerve to try the DBQ. I gave myself 10 minutes to read the documents, then 40 minutes to write, and i took 42 minutes. If someone could grade it, I’d be quite appreciative! It’s the DBQ starting on page 22 of the Barron’s 4th Edition review book. My version isn’t very close to the sample answer…eek? What would you give this one?</p>
In the past few centuries, numerous nations and social groups have sought independence from their oppressors. No nation wants to be under control of another, and as a result, throughout history, effective leaders have risen up against their rulers and fought for freedom. Social groups and classes have done the same, fighting for equality. However, this has been brought about in many ways. While some leaders, such as Gandhi in India and women’s rights leaders fought peacefully, using civil disobedience, many reacted to their oppression much more harshly, like the peasants of China’s Communist Revolution and Russian anarchists like Mikhail Bakunin. Revolution has been able to help bring about major political and social change, but only through the help of effective methods.</p>
Documents 1, 3, 6, and 7 all discuss violent forms of protest. In Document 1, Lenin describes the need for highly skilled revolutionary leaders. Such insistence on trained professionals would be necessary for a violent uprising. Document 3 is perhaps the most straightforward and explicit demonstration of violence, demonstrating execution to any protestor. As an anarchist, Bakunin will resort to extreme violence to put down any government system-as governments are usually connected with the military, peaceful revolutions by anarchist would be next to impossible. Document 6 describes a peasant uprising in China that was violent, but failed. Written in the midst of the Communist Revolution, Tse-tung realizes the necessity of more than just violence, and this is why the Communist Revolution that he helped to lead was so successful.</p>
Documents 2, 4, 5, 7, and 8 discuss more nonviolent approached to revolution. In Document 2, Nasser comes to terms with the fact that Egypt is connected to Islam. Rather than fight it, he tries to come to terms with it. Because he tried to be a well-liked president, he realized that the Muslims could provide help in times of need, and does not deal with them negatively. In Document 4, Nkrumah seeks alliances with other African nations. At this time, most of them were seeking freedom- alliances would help the nations to become stronger. Working together might lead to less violence. Document 5 describes women’s suffrage. Steinem was a women, so she saw the actions that feminists took as valiant. Women needed to use civil disobedience-while they wanted rights, they still wanted to preserve their feminity. However, some women like Mary Wollstonecraft used aggressive measures to help gain rights for women, so this document could actually fit into both categories. Document 7 suggests a simple withdrawal in government support to gain freedom for slaves. In this way, non-abolitionist governments wouldn’t have enough support to stay in power. As both a philosopher and activist, he could combine the two to come up with a solution like th is. Document 8 talks about Gandhi’s solutions. He used complete nonviolence to gain freedom for India, and although he was assassinated, this Western-educated man’s revolution was successsful.</p>
A helpful document would have been from an actual slave, so that their methods for freedom could be compared to these. Slaves had to fight for social freedom, too.</p>
In all, the different ways used to bring about freedom, both political and social, in these documents were usually successful. Some might have taken longer to see results, and some might have had better long-term effects than others, but without effective and popular methods to bring about change, it will never come-it must be worked toward.</p>
OK, now that I actually re-read it, I’m starting to see how terrible it is…I want to go back and change a LOT of things, but this is how I would’ve written it, had this been the actual exam. If anyone could grade it and give me some pointers, I would be forever grateful! Thanks!!</p>
@iiClickSend thank you so much for your grading and comments!</p>
2 days until the exam! How is everybody cramming?</p>
@ichheissemann Actually, I’m taking it pretty easy! I’m going through the Barron’s book reading the chapters I’m really not sure about, and taking practice MCs. I’m also studying the essay rubrics…really, all you have to do is hit those bullet points, and you’ll be set.</p>
I’m so scared for the essays, I figure that I can get a 6+ on the DBQ but I need a combined 8-9 points on the other two to get in the range of a 5 (averaging about a 52-59 on MC). </p>
My question is what do you plan to do if you know NOTHING about the prompt? (besides cry, curl up into a ball, etc.) Theoretically it should be possible to get all of them except historical evidence right?</p>
haha same here! I posted this question on several threads already, I have the same worries… and I actually said that if I don’t know the topic at all I’ll just sit there for 40 minutes and cry!</p>
Another thing I found about the MC, when I take the practice test from Princeton Review, I get like 44/70 (horrible), but on the real test (2007 released), I got like 56/70 (better), it’s like 10 points away, so which one reflects your real grade/predicted grade on the exam two days later better? PR or 2007AP?</p>
Anyways, as for cramming, I’m like just reading through my notes of PR, and studying the timelines. I’m really unsure about the time periods and stuff, like if an essay asks “describe the Change and cont from year xxx – xxxx” I might have no idea what is going on during this time, any tips for studying timelines?</p>
basically. BS IT ALL THE WAY. it doesnt hurt to BS why? because the great thing about WH is that even with no real prior knowledge of the SPECIFICS you can still find generalized specifics that work for EVERY society, its all about the trends. if you get the trends you can understand enough to ATLEAST get a 4-5 and with a bit of specifics and some nice "connections with the outside world aka as “this __ is similar to the ___ in ___ society of ___ region of the same time period”. always BS it if you dont know it. especially the DBQ fast and easy its practically reading comprehention put in writing.</p>
for those who are freaking out because the APWH is in two days,
TRUST ME YOU ARE NOT THE ONLY ONE!
our teacher told us that if you get an average of 40 to 50 mc correct and at least 6 on each essay you will get a 5…I am not sure if this really works (appass.com) but when i calculated my scores it turn out to be a 5 so at least i have a little bit of hope! gosh i hope our teacher started reviewing seriously from the start of the semester because no one in my class is confident of getting a good grade. and btw! all the topics you need to know for history ap’s are exaggerations!!
Well, I wish good luck to everyone who will be suffering for more than 3 hours taking the apwh exam! ;)</p>