A student may demonstrate their adept knowledge in the LEQ portion of the exam, or use their skills to analyze and ascertain questions efficiently.Simple, usable, and adept knowledge are supported by document analysis, interpretation, and writing.
Prompts may or not provide a stimulus, such as primary sources, historians’ interpretations, or a general theme and time period.
SAQs revolve around one piece of specific evidence, or interpretation of the provided documents.
In the span of a school year, it is possible to earn a two, three, or a four depending on one’s aptitude.
The majority of the exam score is a result of a student’s understanding of the exam, and their use of time throughout.
Under the category of “historical-reasoning skills,” these are nurtured by the AP history course instructor or learned through practice.
Additionally, You Tube educators, College Board resources, and materials from a course instructor may enhance a student’s abilities.
Advanced Placement classes, administered by the College Board, are rigorous courses meant to expound upon a subject to the benefit of the student.
When these courses are seen on a transcript, colleges identify those students as adept, or as willing to sponsor their education.
Some questions may not relate to the stimulus, and instead relate to pertinent materials or content to which the stimulus is adjacent; these questions demand memory of content.
If the stimulus provided is a political cartoon depicting Tammany Hall and the rise of political machine bosses, a question such as, “What benefit did political machines provide for urban America in the period 1870-1924? These questions rely upon a student’s knowledge directly, as opposed to the truly stimulus-based questions that can be guessed based on the document.