<p>Same here. Do you know what the curve’s like?</p>
<p>-14 to -20 raw can be an 800, depending on the test. But it’s still very difficult.</p>
<p>Prompt: In a modern wold, major political and social changes have been brought about by different means. Using the documents presented below, discuss the various methods of political and social transformation that they call for. Be sure to explain the need for at least one additional type of document.</p>
<p>Hey guys, im a freshman and im taking this ap world history exam thursday. Any tips on what i should do to prepare for it the next few days? So far ive been reading the 2012 princeton review book and highlighting, but i dont know if thats enough to pass the exam? and thats another thing: is a 3 passing the exam? If it is, is that enough to get college credit? and im super nervous about the comparing and change over time essays…im not good with writing essays especially when theres a time limit. Any tips on that and how to prepare for it? Thanks</p>
<p>for one of the previous comments: its great to know the dynasties in order. My teacher taught us this song to help us remember the first week of school, to the tune of farashaka.</p>
<p>Shang Zhou (Jo) Qin (chin) Han
Shang Zhou Qin Han
Sui (sway) Tang (tong) Song (sung)
Sui tang Song
Yuan (yawn) Ming Qing (ching) Republic
Yuan Ming Qing Republic
Mao Zedong
Mao Zedong</p>
<p>So i’m using the 5 steps to a 5 book for this exam and i took the two practice test and for the multiple choice sections I missed 38 the first time and 39 the second. Will the multiple choice be easier on the actual exam?</p>
<p>I’m also a freshman taking the exam. Very scared. My multiple choice score is poor. i took a practice test from PR today and got 43/70.</p>
<p>@freshie:</p>
<p>Yes, a 3 is enough for passing the exam. You have to check with your individual college’s policy on AP credits though. A 3 should be enough to exempt you from taking a world history general ed class at most colleges. As for the essays, you might want to practice some prompts from your prep book.</p>
<p>I would appreciate so much if someone could please grade my dbq. I decided to self study and am really struggling with writting the dbqs. I really would like to get a 4 or 5, however, I realize I need to really improve my dbqs in order to do this. Thank you!
Task: Given the documents below, compare and contrast the preambles of several modern constituions. What other additional documents would help give a fuller picture of how the constitutions of these countries compare to the constitutions of other countries. (Taken from the 2012 edition of Princeton Review pg 61)</p>
<p>After reviewing these documents, it is clear that many nations saw the twentieth century as a time to declare their hopes and goals for the futures of their people. The constitutions produced by these nations exemplify these ideas, as they shed light on these nations individual motivations and desires. Although the conditions on which these documents were written are varried- whether they be in response to the end of World War Two or in times when groups of people harbored desires to abolish old ways and pracitces- they are similar in that they contain ideas surrounding future goals of sucess and kind treatment for its citizens.</p>
<p>Follwing World War Two, many areas were able to produce new constitutions, representing the new global goals of equality and freedom for all. The constitutions found within document 1, document 2 and Document 4 were all written shortly after the end of World War Two; thus making them similar. Within document 1, the Japanese people put an end to their former militerisitic ways. Instead they chose to embrace new ideas of peace and benevolent treatment for all. Document 3 is similar to document 1 in that it also abolishes the former militeristic ways of the Third Reich, instead allowing self determination for vast amounts of people. However, document 2 varies from documents 1 and 2, because of the conditions on which it was written. Although it was written following the war, it establishes India as a nation, rather than just permitting the introducion of new political practices and idealologies like in documents 1 and 2. In addition to these reasons, there were also many others that contributed to this new influx of constitutions produced within the twentieth century.</p>
<p>A major theme found within documents 1, 3, 4, and 5 are desires to abolish former practices found within the nation in which they were written in. Within documents 1, 3, and 4, the German, Japanese and French put an end the former practice of wielding power over those considerably weaker. Instead, they call for new bouts of self determination and popular sovereignty. The constitutions found within documents 5 and 6, which were written considerably later than the others, represent new ideas of how the nations of Vietnam and the Republic of the Congo could best proced in the modern world. They harbor desires to abandon formerly corrupt practices and enter new periods of prosperity and happieness for their people, which shows goals of becoming more modernized and advanced.</p>
<p>Although these documents represent many ideas found within modern constituions, there are some ways in which they can be improved. It would be benefical to have a document detailing a citizen’s opinion surrounding the changes taking place. It would also be benefical to have a document written by an enlightened thinker to show the origin of many of the ideas contained within these docuements. However, despite this, it can still be discerned that many of the ideas found represent deisres of nations to end old ways; instead incorporating new ideas of kind treatment and prosperity for their citizens.</p>
<p>So, there will now be 4 answers per question in multiple choice instead of 5, would this change the curve?</p>
<p>How do yall suggest studying? Is reading through the princeton review book and highlighting then going back through good enough?</p>
<p>I suspect the new number of answer choices (4 instead of 5) will make the curve slightly harsher, though I have no evidence to back that up, it just seems logical. So, take that with a grain of salt.</p>
<p>For those of you also taking the WH subject test on June 2nd, what are your post-AP study plans? What books will you use, and approximately how much time will you spend on it?</p>
<p>Sent from my SPH-D700 using CC</p>
<p>I’m going to use Barron’s book for the subject test (the one specifically made for it, not AP). I also have the CB official book, which gives me two tests to work with. Those resources, along with my AP PR book, should be good for a 780+.</p>
<p>For the exam I’ve been reading the PR and taking notes so I can remember what I’m reading. I’m almost done with the last time period now. I also finished reading PR flash cards, and I will reread the PR a second time and highlight important information. Hopefully this will help me get a 5. Does anyone have any good ways to attack the multiple choice? For the ones I’m unsure on, I can usually narrow down to two choices but end up picking the wrong one. I’m much stronger on the essays. -.-</p>
<p>Awflapjackz- mc just keep practicing, but once you get it worng be sure to know WHY you got it wrong. If you just keep doing more, you’ll understand how specific or in depth they want you to go. Since you said you’re so good at writing, can you explain how I can maximize points for the DBQ, CCOT and CC?</p>
<p>I have the 2011 Fall practice test with the new 4 answer choices if anyone needs it here: <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;
<p>@LoveHistory
Our teacher has told us from the begining never use the word document in a DBQ essay. It makes sense, pretend like you are presenting this essay to the class. They would be forced to either memorize what number corresponds to each document, or have to check back everytime. Instead try this method:
SOAP(b)
S: speaker (who said it)
O: occasion (era/period)
A: audience (who its said to) [i tend to not use this 1]
P: purpose (important yet forgotten alot)
(b): bias (use this once or twice not on everything, this will help you get a 9/9)</p>
<p>Now together this is how it should look. 2011dbq on the green revolution</p>
<p>In November of 2006(O), an official statement from the Guatemalan National Coordinating Committee of Indigenous Peasants (S) was released to the public (A) expressing the poor effects of the Green Revolution(P).-----ect ect. However this statement can be seen as bias ((b)) because the committee is clearly mayan and the effects on the mayan seeds may infact effect them more than others.</p>
<p>Hope this helps</p>
<p>Can anyone help me with writing the comparitive</p>
<p>Are you kidding me? You’re supposed to reference the documents, using the word document in the DBQ. How else would you group or reference them? How would a reader be able to grade it otherwise? </p>
<p>I’m really nervous about this AP test…</p>
<p>For DBQ, don’t say “In Document…” or anything along those lines. Use parentheses with the document number when referencing the documents. Good names of groups can include SPRITE or PERSIA words, such as political or economic. When addressing points of view, ask yourself why this person is saying what he or she is saying in the document. For additional documents, ask yourself what types of people are not represented within the given documents. What other sources could substantiate your thesis? Usually someone from a different class, the opposite gender, a foreigner, philosophers, or those from a different religion work well. You should include a conclusion for the DBQ in case your thesis changes.</p>
<p>It is also helpful to memorize the rubrics for all three essays. Even without knowing he content for CC or CCOT, you can still squeeze out a few points. A two on an essay is better than a zero.</p>
<p>For CC, do not dump regions. Do not say everything you know about one region in one paragraph and do the same for the other region. You have to show that you can effectively compare both regions. Spend an equal amount of time on both areas. Analyze why the similarities or changes exist.</p>
<p>For CCOT, MAKE SURE YOU STAY IN THE TIME PERIOD. Changes only include those that highly alter the region in a major way. Keep in mind that a change that continues through the whole time period can be used as a continuity. Analyze why the changes or continuities exist.</p>
<p>Hope this helps.</p>
<p>omg 2 more days i’m so screweedddd</p>
<p>I haven’t had a problem with thinking of information; I just don’t know how to set it up. I’m pretty good with the DBQ, but I don’t know what to do with the CC and the CCOT essays.
For CC, do you just have the first two body paragraphs be differences and then the last one similarities? And then for the CCOT, do you have the first two paragraphs be changes and then the last one be continuities? And how long does the essay have to be? </p>
<p>My teacher hasn’t told us anything about essays yet (not to mention that she sleeps in class and our textbook isn’t even an approved book…), so I really have no idea what to do with them. Like I’ve done a few of them on my own, but I spend nearly twenty minutes trying to figure out how to start/organize it. </p>
<p>Any ideas?
(ps. sorry if this post is slightly incoherent; I’ve been studying nonstop for this thing for the past month, and my brain is dying lol)</p>