Summary
Highlights
John from Marco Learning introduces Tom Richey to discuss the 2022 AP European History Free-Response Questions. They emphasize that only the FRQs are accessible, not the multiple-choice section. Tom Richey will guide viewers through the SAQs, DBQ, and LEQs. Resources, including an article and Tom Richey's insights, are mentioned as being available online.
Tom Richey discusses the Document-Based Question (DBQ) on the English Civil War. He shares his thesis, which argues it was primarily a political war amplified by religious differences, and how he categorized the documents. He notes the flexibility of documents, the importance of knowing about the English Civil War, and the significance of point-of-view analysis, citing an example of a document written by a wife. He also mentions using historical context for some documents, like those discussing Anabaptists.
Tom Richey elaborates on contextualization for the DBQ, mentioning using the divine right of kings as an overall context. He discusses the 'proximity relevance axis' for context, suggesting that highly relevant events, even far in the past (like Martin Luther and the Reformation), can provide valid historical context for a religious conflict. He also touches upon the possibility of using the French Revolution for complex understanding.
The discussion moves to the Short-Answer Questions (SAQs). Tom Richey explains his system for evaluating sample responses (insufficient, likely sufficient, above and beyond). He analyzes SAQ1, focusing on secularization and the repeal of the Test Acts. For SAQ2, a visual source on urban poverty, he highlights the artist's message and the broader context of the Second Industrial Revolution and urbanization. He notes the use of Bismarck's welfare state reforms as a relevant example.
Tom Richey addresses an issue with SAQ3, noting that the phrase 'art of the Protestant Reformation' is not explicitly in the Course and Exam Description (CED), which could be confusing for students. He suggests that answers focusing on Baroque or Mannerist art, or even comparing Renaissance and Northern Renaissance art, might be acceptable. He then discusses LEQs, highlighting a significant concern: the LEQs ignored the first half of the course and two LEQs came from the same historical period, directly contradicting the CED. He also notes the absence of post-World War II LEQs.
Tom Richey explains the grading process, where exams are scored first, and then a committee sets cut scores for 5s, 4s, 3s, etc., based on the distribution of scores. He mentions that even an essay only covering the French Revolution, if relevant, could earn some points. He reassures students that if their teacher covered up to World War II, they were well-prepared for the LEQs this year. The discussion concludes with reminders to engage with Marco Learning and Tom Richey for future AP assistance.