A. OUTLINING: Steps 1-3 should be in the first 5 minutes: 1) INTERPRETING THE QUESTION: Where are you standing? DO NOT READ THE DOCUMENTS!!!!!
Get in the proper time period
Draw in information to flesh out the necessary facts
What are the categories of analysis?
2) INVENTORY/BRAIN STORM: List out all the information on the subject before you read the documents – all the particular events/events/events that happened within the time period
3) IDENTIFY PROMPTS: Make a list of the prompts and what they mean => MEMORIZE THESE
d) handwriting matters *** How to Use the Documents
Actively Read documents, which are 8 to 11 documents including maps, charts and cartoons. These are arranged chronologically. Focuses on mainstream topics. Note the dates carefully.
Analyze the documents. Why are they significant? What do they show? How are they biased? Do not quote extensively from them - and beware to mention them too briefly.
It is specific about the information required, so read the question extremely carefully.
Use a minimum of 50% plus 1 – but the College Board encourages the use of all documents however it should not be at the expense of outside information! Strive for balance between documents and outside information.
ONLY A BALANCED ESSAY GETS INTO THE 8-9 CATEGORIES!!
“As the cartoon of blah blah shows . . . (DOC D).”
Or cite the document by name: “As Hamilton argued, the National Bank was essential for national growth (DOC F).”
Don’t Stick Too Closely to What the Documents Have to Say.The identification of an issue not in the documents carries large rewards on the A.P. exam!! An example of paragraphs:
“The poor economic conditions that affected the U.S. in the 1890’s affected the farmers, and made for agrarian unrest. The Depression of 1893, for example, was a very difficult time for agriculture. Much of the local land ownership was the result of loans, credit and mortgages, which banks handed out in the pre-depression years. Because of bad lending practices, this system of debt came crashing down as a result of an absence of funds to support this rapid explosion of lending. As we see in the political cartoon taken from The Farmer’s Voice, the foreclosures of the farmers’ mortgages was because greedy businessmen in the East (DOC D). Although questionable corporate practices contribute to the cycling of the system, this cartoon illustrates a local bias. The farmers were fond of blaming big business, when in fact the more direct cause was the broader economic situations in the United States and in the world.