AP World Live: LEQ & DBQ Strategy

The speaker welcomes viewers to an 'Antisocial Studies Live' session focused on AP History essay writing, specifically the Long Essay Question (LEQ) and the Document-Based Question (DBQ). They clarify that the content and format for these essays are consistent across different AP History courses, with variations in the rubric. The session aims to demystify the essay writing process and address common student concerns. The speaker also introduces their online presence and resources, including practice DBQs and sample essays on their website, as well as daily review content on social media platforms.

This paragraph delves into the structure of AP History essays, emphasizing that they can be as short as four paragraphs, including an introduction with contextualization, a thesis, and two or three body paragraphs. The speaker refutes the notion that the thesis must be a single sentence and suggests it can be up to two sentences long. They also explain the rubric for both LEQ and DBQ, highlighting that points are additive and not subtractive, meaning students can only earn points they cannot lose. The speaker encourages students to focus on earning points rather than aiming for perfection.

The speaker discusses the differences between the LEQ and DBQ, noting that the LEQ is akin to a standard essay without documents, while the DBQ includes document analysis. They provide insights into the test format variations between the paper and digital versions of the AP exam, with the paper test including an LEQ and the digital test featuring additional essay prompts. The speaker also shares their strategy for approaching these essays, recommending that students prioritize context, thesis, and evidence, and only focus on complexity if time permits.

The speaker stresses the importance of contextualization and thesis development in AP History essays. They suggest practicing these elements repeatedly by using sample prompts to hone skills in providing context and formulating a clear thesis statement. The speaker also addresses the misconception about the necessity of a one-sentence thesis and clarifies that a thesis can be multiple sentences long, as long as it remains concise and focused.

In this paragraph, the speaker describes the structure and purpose of body paragraphs in history essays. They explain that each paragraph should contain a topic sentence, two to three pieces of evidence or documents, and explanations that connect the evidence to the argument. The speaker emphasizes the importance of not exceeding three body paragraphs and the need for clarity and conciseness over creative writing.

The speaker provides guidance on prioritizing the components of the LEQ and DBQ, focusing on context, thesis, and evidence as the primary elements. They advise students to manage their time effectively, spending no more than 40 minutes on the LEQ and dedicating the majority of their time to the DBQ, which carries more weight in the exam score. The speaker also discusses the importance of not neglecting the LEQ, as a zero could significantly impact the overall score.

The speaker offers insights into tackling 'evaluate' prompts, explaining that these prompts allow for a spectrum of arguments rather than a binary yes or no answer. They suggest that students place their argument somewhere on the spectrum and provide reasons to support their position. The speaker also emphasizes the importance of nuance and avoiding simplistic answers.

This paragraph presents an example of an 'evaluate' prompt related to globalization's impact on the economy from 1950 to 2001. The speaker illustrates how to develop an argument for this prompt, suggesting possible thesis statements that reflect the transformative effect of globalization on the economy, while also considering the need to establish a line of reasoning within the thesis.

The speaker examines a prompt about the transformation of labor systems between 1450 and 1750, comparing them to the pre-Columbian era. They discuss the introduction of chattel slavery and its impact on labor systems, suggesting that while there were significant changes, such as the implementation of racially based labor systems, there were also elements of continuity, such as the persistence of slavery and indentured servitude.

In this paragraph, the speaker explores a DBQ prompt that asks students to evaluate the relationship between state power and environmental factors between 1450 and 1750. They discuss the importance of understanding the interaction between state power, such as control through laws and governance, and environmental factors, like oceans and natural resources, during this time period.

The speaker provides guidance on how to contextualize a prompt about the impact of communist movements on women's struggle for rights in the 20th century. They explain the difference between context and evidence, emphasizing that context should provide a broader understanding or a historical backdrop to the topic at hand without directly addressing all the prompt's parameters.

The speaker concludes the session by summarizing key points about AP History essay writing, including the importance of understanding the structure and rubric, developing a strong thesis, and effectively using evidence and context. They remind viewers of their online resources and encourage students to engage with the material, offering to grade DBQs submitted through their Instagram. The speaker thanks the audience for their participation and reiterates the importance of practice and understanding the essay components.