@evan241 10-minute reading period is not mandatory and is in addition to the 120-minute writing period
I know that not all universities accept AP world history credit in spite of 4 or 5. But i wonder if accepted, is it better to take the college course again? Cuz this is really supposed to be a 2-year course…
Guys it gets better in apush lol. Good luck!
@Gatortristan how so?
Helloooo everyone who is taking this. I just signed up to comment on this thing when I - scratch that - WE ALL should be studying right now. QUESTION: Every old forum I’ve seen says that the score 4/5 is a good score when I’ve read that the essays at least are graded 1-9, with 7 being perfect and 9 being additional points. Is the scoring 1 through 9 ONLY for the essays and the whole thing is graded 1 through 5?? Thanks!
@ChaoticGabby Yup, 1-9 for only the essays and 1-5 for the whole test!
Btw here’s a practice test everyone
Lol just being hopeful, anyone taking the test in California?
@BotFeederStatus I am. Why do you ask?
I know that not all universities accept AP world history credit in spite of 4 or 5. But i wonder if accepted, is it better to take the college course again? Cuz this is really supposed to be a 2-year course…
I just started reading Princeton Review the fourth and the last time…
Can anyone tell me the difference between world historical context vs. reason for analysis for the CCOT? The definition of these requirements keep changing each year.
Context is when you talk about something outside the region. Like if you’re writing about East Asia and you talk about the Soviet Union when explaining the split between the Koreas.
Can anyone give me a rundown of some women’s right movements during anywhere 18th-20th century?
@dsi411 Here’s the DBQ prompt (2014) - http://media.collegeboard.com/digitalServices/pdf/ap/ap14_frq_World_History.pdf
Here’s the rubric - http://media.collegeboard.com/digitalServices/pdf/ap/ap14_world%20history_scoring_guidelines.pdf
If anyone else can grade my essay, that’d be handy dandy!
DBQ
{
Between 1925 and 1950, the Chinese Communist Party, along with their leader, continually supported the revolutionary actions of the peasants and the rights for peasants, and peasants reciprocated that feeling by showing positive support for the Chinese Communist Party. The Chinese Communist Party set out laws that improved the quality of life for peasants, positively impacting their relationship. Through the eyes of foreigners, the relationship between the Chinese Communist Party was cohesive and showed the Communist Party’s support for the peasants.
The Chinese Communist Party championed the peasants and supported their revolts and rights. The leader of the Chinese Communist Party, Mao Zedong, shown in Document 1, expresses his belief that peasants will change their society and the corruption in it. He describes the peasant upsurge as a powerful storm that will destroy the structure of their [illegible] society. This support for the revolutionary actions of the peasants is also shown in Document 4. In Document 4, a Chinese Communist report showed the crimes the Japanese had committed against villages in Northern China. This document reveals the care that the Communist Party had for the peasants that were negatively impacted, showing that the relationship between them was positive and strong. This binding support is also shown in Document 5. Document 5 shows how the Communist Party had assisted the peasants by supporting their rights. They even deemed the peasants necessary for fighting off the Japanese. This goes again to show how the Chinese Communist Party had a supportive relationship with the peasants. Taking a look at the point of view in Document 1, we see that it was written by Mao Zedong, the Chinese Communist Party leader. This makes this document reliable in expressing the Communist Party’s true feelings towards the peasants, making the analysis of their relationship more accurate.
Peasants had also through positively of the Chinese Communists as well. In Document 2, a conversation between a teenage peasant and his grandfather show how peasants were enjoying the benefits that the Communists had given them. The son expresses his happiness with the education, food, and protection the Chinese Communist Party had granted the peasants. This positivity among the peasants towards the Communist Party is also shown in Document 9. In Document 9, a peasant woman is shown with her land lord in front of her in a struggle meeting. In the picture, the woman expresses her disgust towards the land lord in a mocking way. These struggle meetings had been organized by the Chinese Communist Party. This image depicts the joy that the Communists had given the peasants. The peasants under the Communists could now freely escape the grasp of their land lords which added to their suuport of the Communists. Taking a look at the point of view in Document 2, we see that it is sourced from an American journalist. Because the source is coming from American, American influences and ideals could have been added in to the record of the conversation, impacting the reliability of the document.
Laws set out by the Communist Party also improved the patient’s [don’t know why I wrote patient?] lives. In Document 7, a marriage law is shown that abolishes the feudal marriage system. The law declares equal rights of the sexes in marriage and a regard for the rights of children. This law goes to show that the communists worked towards achieving a benevolent relationship with the peasants. These laws were set out to improve peasants’ lives which contributed to the positivity of their relationship. Similarly, in Document 8, we see that a reform law declared that the land ownership system of the land owning class was to be ended. This reform placed land ownership in the hands of peasants. This level of benevolence that the Communist Party had for the peasants contributed to a better relationship between the Party and the peasants. Taking a look at the point of view in 7, we see that the marriage law comes straight from the People’s Republic of China. This makes this source very reliable and accurate in showing the Communist’s methods of improving their relationship with peasants.
Lastly, foreigners viewed the relationship between the Party and the peasants as cohesive and supportive. In Document 3, the Japanese report that the Chinese Communist army was beginning to include peasants in the army. The Japanese found it hard to battle the Communists because they had integrated with the peasants very well. From this document, we see that their relationship was very cohesive and bonds between the Communists and the peasants remained strong. In Document 6, through another foreigner’s perspective, we see that an American man had seen the transfer of power going to the peasants under the direction of the Communist Party. He reported the sharing of land to the peasants and the power of the land owners being taken away. This account helps us understand that the Communist Party was continually making the relationship with peasants better as they supported them by land reforms. It is important to take note of the point of view in Document 6. Document 6 is written by an American who was a member of a Chinese Communist land reform task force. His nationality and the culture he was raised in may have had an impact on his accounts of the relationship between peasants and the Communist Party. American ideals could influenced his recount of the experience.
A document that would prove useful for this analysis would be a landowner’s personal account of what was going on between the Chinese Communist Party and the peasants. This would help us in validating the fact that the Communist Party was truly stripping the rights of land owners away in order to improve the lives of the peasants.
}
Sorry for writing so much but I had to during my practice test yesterday.
Do you guys think there will be an CCOT or compare/contrast question about super modern stuff like Rwanda Genocide, The Cuban Revolution, Osama, etc? Like after 1960ish? There’s so much content about it in the PR book and I haven’t learned it at all basically, we sort of rushed through it in my WHAP class. I noticed they don’t come up a whole lot in the MC, so I might just lightly study it, but I don’t want it to be one of the essay Q’s and not have anything to write.
Good luck on the exam guys! I heard from friends that definitely know a basis of everything in order to ace the FRQs. They told me that last year, the teacher focused mostly on Europe and one of the FRQs had a topic of Asia, causing many to not do as well last year.
lol! Typical Eurocentric teachers hahaa yep, I wish our teacher taught us more about Asia as well… I feel like I’ll ace all the Europe questions and get all other ones wrong
Can anyone help clarify some essay stuff for me?
For DBQs, using the docs as evidence, for example, if a doc is talking about the negative effects of the industrial revolution from the harsh working conditions, would this be sufficient to use? The changes brought by the industrial revolution caused harsher working conditions (doc 5). rather than saying in document 5, the author argues that The changes brought by the industrial revolution caused harsher working conditions
@neoking Sorry I don’t have time to go through an grade your essay, but after skimming it I just want to point out that your Point of Views are rather weak in my opinion. Simply saying that American “influences/impacts/ideals” could have affected a document is not enough. You need to be more specific in saying how exactly it could have impacted the document. For example, in this case, those two American journalists were actually Communist sympathizers. Even if you didn’t know this, you could hypothesize it and say that they may have made communism sound more grand and powerful than it actually was. Remember you don’t need to be sure about your POV’s, they are more like suspicions that something could possibly be unreliable, but not definitely.
Also, I want to point out two things regarding your marriage law POV:
1) Usually POV’s should be negative and state a possibility why the article might be inaccurate, exaggerated, or somewhat false. If the article is very reliable and accurate, then it’s not a good document to do POV on, and you should move on to other docs. So that wouldn’t really count.
2) The fact that the marriage law comes from the Communist Party itself actually makes it less reliable, not more reliable, because the Communist Party may have instituted these laws without making them a reality. This document isn’t very good for POV, since laws are pretty bland without much room for interpretation, but it would be a good place for and additional document, like a peasant journal entry which reflects on whether or not these marriage laws were actually implemented and if they improved the marriage culture in China.
Here are some example POV’s for that DBQ:
Doc 1: Mao is the leader of the Communist Party, so obviously he’s advocating his ideas of a peasant rebellion and may be making the peasant force sound more grand and powerful than they actually are.
Doc 2: The narrator is young and naive, he has grown up in a Communist controlled environment and may be brainwashed to be biased towards Communist Party. The grandfather is old, and may be reluctant towards the Party because of his traditional upbringing and values
Doc 3: The Japanese’s goal is to defeat the Chinese forces, which can be challenging, so they might be making the Chinese sound more tough than they actually are. (weak one)
Doc 4: Communist party may have exaggerated, altered, or selectively chose statistics that made the Japanese look bad to whip up more support for revolution.
Doc 5: not much here, the committee is talking to local party officials, not the public, so they’re probably pretty candid
Doc 6: American communist sympathizer, making the Party sound better than it is
Doc 7: Not good, it’s a law, not much POV there
Doc 8: Another law
Doc 9: The meeting is organized by the Communist Party, so the picture might be staged by the Party and it might not be an accurate depiction of what the meetings actually looked like. (somewhat weak/forced POV)
You only need 2 working POV’s, but if you’re not sure, just stick as many as you can into your essay.
Overall pretty good essay, I would say this scored around a 6. You got down all the groupings and stuff. However, this was easiest DBQ’s in many years, so I would expect something harder on this year’s AP test.
This got really long haha, I got sort of carried away. Back to studying now 
Do you guys have any resources about trade routes like the Silk Road and Mongols? I can’t find much about it in the Princeton Review but there are plenty of essay questions about them.