AMA (about AP World)

Emily, an AP World History teacher from Austin, Texas, and creator of Anti-Social Studies, introduces a live study stream to help students prepare for the AP World History exam. She invites students to say hello in the chat, share their backgrounds, and ask questions. Emily plans to address common exam questions from her social media platforms and will hold weekly live sessions until the exam date. She emphasizes the importance of understanding the exam structure and recent changes due to curriculum updates.

Emily explains the three different AP exam dates and formats due to COVID-19: the traditional paper test on May 10th, and two digital exams on May 20th and June 3rd. She details the differences in the exams, particularly the absence of the Long Essay Question (LEQ) in the digital versions, replaced by additional Short Answer Questions (SAQs). Emily also discusses the inability to navigate back and forth in the digital multiple-choice section and reassures students that the grading will be fair, reflecting the understanding that students are not expected to know every detail of world history.

The teacher emphasizes the importance of understanding the AP exam structure, including the multiple-choice section with 55 questions and the Short Answer Question (SAQ) and Document-Based Question (DBQ) sections. She discusses the grading leniency of the AP exam compared to typical classroom assessments, aiming to alleviate student stress. Emily also shares her educational platforms and resources, including her website, where she will post a compiled list of student questions.

Emily provides advice on how to study for the AP World History exam, suggesting students start with broad developments and work down to specific events. She explains that understanding the broader context will help students remember specific facts better. The teacher also recommends using resources like the AP World Course and Exam Description (CED) as a guide for important topics and suggests that students should focus on units three through six for strategic studying.

The speaker advises students to prioritize studying units three to six and not to worry about unit nine due to its complexity and the likelihood of not being covered in class. She recommends using review books, such as those by Princeton Review or AMSCO, and online resources like her YouTube channel, Steve Heimler's videos, and Marco Learning's free study guides. Emily also suggests using the CED to understand the broader developments and to predict potential essay questions.

Emily explains the importance of studying chronologically, starting with the broader developments and working down to specific events. She advises against starting with memorizing dates or specific facts, as this can lead to quick forgetting. Instead, she suggests using the CED as a checklist to ensure understanding of broader themes and then diving deeper into specifics as needed.

The teacher demonstrates how to use the AP World Course and Exam Description (CED) as a study guide. She advises students to read through the learning objectives and historical developments to identify key themes and specific examples that need further study. Emily also mentions her simplified version of the CED on her website to make it more accessible for students.

Emily discusses study techniques, emphasizing the importance of active learning over passive reviewing. She suggests using the CED to identify areas of strength and weakness and then engaging with the material through annotation, discussion, or filling out study guides. The teacher also mentions the availability of her review packets and practice DBQs on her website, both free and through a low-cost Patreon subscription.

The speaker provides guidance on handling writing prompts, particularly those that ask to 'evaluate the extent to which.' She explains that these prompts require a balanced argument, acknowledging the gray areas in historical events rather than a binary yes-or-no answer. Emily encourages students to express their reasoning with supporting evidence without feeling pressured to sound overly formal or polished.

Emily offers advice on time management and staying focused while studying. She suggests breaking study sessions into manageable chunks with breaks in between and engaging in active learning techniques. The teacher also recommends using incentives and interactive methods, such as discussing with a friend or teaching the material out loud, to maintain concentration and improve retention.

In conclusion, Emily encourages students to approach the AP World History exam with confidence, emphasizing that the exam is an opportunity rather than a source of stress. She reassures students that they are well-prepared and that the exam is not the sole determinant of their academic success. The teacher also highlights the availability of her resources and the weekly live sessions to support students in their final stretch before the exam.