5 | MCQ | Practice Sessions | AP World History

The video begins with Amie La Porte-Lewis, a teacher from Holy Innocents Episcopal School in Atlanta, Georgia, welcoming viewers to AP Daily Practice Sessions for AP World History Modern. She emphasizes the importance of attempting all multiple-choice questions, as there is no penalty for guessing. Amie shares her methodical approach to tackling multiple-choice questions, which includes reading the source material first to understand the context, then the questions, and finally using that information to answer the questions effectively. She advises using chronology and theme to eliminate incorrect answer choices and always referring back to the source material. The video then transitions to a specific question set based on a passage about the opium trade in the 1830s, highlighting the importance of identifying key information such as the date and the nature of the source before delving into the questions.

In this segment, Amie continues the practice session by dissecting a passage about the opium trade. She guides viewers through the process of analyzing the passage, starting with the date, 1836, and identifying it as a communication between Britain and China. The title 'Remarks on The Opium Trade' provides an initial insight into the content. Amie then reads the questions associated with the passage, which ask about the trade being an early example of something and its significance as a turning point in history. She methodically goes through the answer choices, using context and historical knowledge to eliminate incorrect options and arrive at the correct answers. Amie also explains the use of 'gloss' in the exam, which provides additional information or definitions for certain terms. The analysis concludes with a review of the correct answers and a brief overview of the strategies used to arrive at them.

The next part of the practice session focuses on a photograph from Tahiti, a French colonial territory in Polynesia, taken in 1889. Amie instructs viewers to pay attention to the date and location, as well as the context provided by the gloss, which identifies Tahiti as a French colonial territory and the photograph as a celebration of Bastille Day for publication in the French press. She previews the questions, which ask about the likely purpose of the photograph and a similar cultural context that could produce a comparable image. Amie then analyzes the photograph, noting the French flag and the Tahitian people dressed in European-style clothing, and goes through the answer choices for the questions. She eliminates options that do not align with the image's content and historical context, ultimately identifying the correct answers. The analysis highlights the civilizing effects of colonial rule and the loyalty of the subjects as the main themes of the photograph.

The final section of the video script deals with a sketch from 1784 in Indonesia, created by a Dutch Lutheran minister. Amie prompts viewers to identify the son, Johnny, and an enslaved Indonesian servant, Flora, in the sketch. The question posed relates to the motivations for the Dutch to continue expanding their presence in Indonesia during the late 19th century. Amie reviews the answer choices, considering the historical context of each option. She uses chronology to eliminate answers that do not align with the date of the sketch and arrives at the correct answer, which is the acquisition of more natural resources. This conclusion is based on the common European nations' goal of expanding their presence in colonies for resource acquisition. Amie concludes the practice session by reiterating the importance of a methodical approach to multiple-choice questions and wishes viewers good luck on their AP exams.