HOW TO WRITE THE AP EUROPEAN HISTORY FRQ

1. HOW TO WRITE THE AP EUROPEAN HISTORY FRQ Robert Wade John Paul II High School BobWade@johnpauliihs.org theeuroguy@yahoo.com

2. USING THE SAME FORMAT • Use the same basic format for each of the Free Response Questions • Enables students to concentrate on questions, not how to set up their paper • Allows the students to finish all of the questions, hopefully with time to spare!

3. THE THESIS STATEMENT • The “Introductory Statement” • The “Although Statement” • The “Explanatory Statement”

4. THE INTRODUCTORY STATEMENT • Restates the question in a sentence that is in an answer format, does not simply rewrite the question. • It does tell the reader what the student will be writing about in their essay. • The sentence leads to the “Although Statement” by simply retelling the reader the basic terms of the prompt. • The student should also use the “Introductory Statement” to make sure that they have included all aspects of the prompt when answering the question.

5. THE ALTHOUGH STATEMENT • Key sentence in the first paragraph, this is the position statement, must be explicit. • It should create a natural “tension” in the paper, stating what is most important by simply using the word “although.” • By default, it will then tell the reader the student’s position using the word although, this word creates the tension, thus the position. • Worded correctly, it guides the reader throughout the student’s paper, will even tell the reader what they will be reading about in each paragraph.

6. THE EXPLANATORY STATEMENT • It really tells the reader how or why the student has chosen the position that they have taken on the question. • It focuses on the “main” portion of the “Although Statement.” • It will help student set up their paper by giving the reader just a little “insight” as to why they have taken the position that they have. • It may contain more than one sentence!

7. FREE RESPONSE QUESTION • Compare and contrast the religious policies of TWO of the following: Elizabeth I of England Catherine de Medicis of France Isabella I of Spain

8. 2002 Scoring Guidelines Question 2 • 9-6 Essays that demonstrate superiority- These essays will demonstrate the following qualities: • Has an explicit well- developed thesis. • Is well-organized. • Addresses all of the terms of the question. • Supports thesis with specific evidence. • May contain minor errors: even a “9” may not be flawless.

9. INDICATORS OF A STRONGER ESSAY • 1. Provides a developed, balanced treatment of two of the three figures. • 2. Analyzes similarities as well as differences (6-7 may have more emphasis on one than the other). • 3. Analyzes goals/motivations (the why?) behind religious policies; 6-7 may have more “linkage.” • 4. Analyzes methods/means (the how?) achieve religious policies; 6-7 may have more “linkage.” • 5. Conveys a correct sense of chronology throughout the paper, these queens were not contemporaries.

10. 5-4 MIXED ESSAYS • Contains a thesis, perhaps superficial or simplistic. • Uneven response to the question’s terms: task, content, chronology, etc. • This is a factual essay that answers the question unevenly, with no real analysis, or even linkage. • May contain errors, factual and/or interpretive.

11. INDICATORS OF A MIXED ESSAY • 1. Provides an uneven treatment of two of the three figures. • 2. Mentions at least a similarity, but primarily describes differences. • 3. Describes goals/motivations (why?) behind religious policies. • 4. Describes methods/means (how?) to achieve these goals. • 5. Muddled sense of chronology.

12. 3-2-1-0 WEAKER ESSAYS • Essays in this category will demonstrate the following qualities in varying degrees. • Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

13. INDICATORS OF A WEAKER ESSAY • 1. Provides a simplistic treatment of two of the three figures. • 2. Simply states similarities and differences or even omits one of these two major tasks. • 3. Provides limited awareness of goals/motivations (why?) behind religious policies. • 4. Provides limited awareness of methods/means (how?) behind religious policies. • 5. Lacks sense of chronology.

14. KEYS TO THE THESIS STATEMENT • Student’s relevant thesis must: 1. Address similarities AND differences in TWO of the monarchs. 2. Address the actual “Religious Policies” of the monarchs. 3. Be accurate for the time period, remembering that these queens were not contemporaries.

15. SAMPLE INTRODUCTORY STATEMENT • There are both similarities and differences in the religious policies of Elizabeth I and Isabella I. Sentence explains that the student will be talking about the religious policies of Elizabeth I and Isabella I. Simple but to the point.

16. SAMPLE ALTHOUGH STATEMENT • Although there were similarities in their policies such as both using religion to further political goals, because of their backgrounds the contrasts in their policies were much greater.Sentence explains that although there were similarities, the differences between the two were much greater.

17. SAMPLE EXPLANATORY SENTENCE • Isabella went to great lengths to enforce religious conformity in Spain, while Elizabeth, even though Anglican, allowed a great deal of religious freedom in order to deal with matters of state. • Sentence explains that the student will discuss, in detail, religious differences of the two monarchs. • Thesis is actually contained in the second and third sentence. Does NOT have to be in one sentence.

18. SAMPLE FIRST PARAGRAPH • Both Elizabeth I of England and Isabella I used religious policies to further their political goals. In Spain Isabella I, after her marriage to Ferdinand, helped institute the Reconquista to enforce religious conformity. This was later followed by expelling the Jews and Muslims who she felt might threaten their rule. Similar to Isabella, Elizabeth also used religion to further her political goals. She often “hinted” at marriage to protestant princes (and sometimes catholic ones) in order to secure alliances. Elizabeth also realized that religion could badly divide England so became a politique to make sure it did not.

19. SAMPLE SECOND PARAGRAPH • Isabella showed little toleration of other religions in Spain. The Reconquista was instituted to rid Spain of the Jews and Muslims. She later added to this by forcing all Conversos and Moriscos to flee Spain. This forced conformity proved detrimental to Spain as these groups had made up most of the middle class in Spain. Even though Spain later brought in silver from the New World the Spanish economy never really recovered. When this failed to establish the religious conformity she wanted Isabella allowed Tourquemada to institute the Inquisition to rid Spain of heretics and other non-believers. Even though Isabella did what she felt was necessary in Spain to establish one religion her policies helped lead Spain down a path from which it never really recovered.

20. SAMPLE THIRD PARAGRAPH • Elizabeth, on the other hand, was mostly tolerant of other religions. Her father Henry VIII had founded the Anglican Church in England while her older sister “Bloody Mary” had re-established Catholicism. Elizabeth was much more interested in successfully ruling England than she was in religion. Her passage of the Act of Toleration allowed non-Anglicans the right to worship as they pleased in private, making most of them loyal to her. Her passage of Act of Supremacy demonstrated her “real” desire which was the rule of England, not religion! She also filled many key government and military positions with non-Anglicans as well thus strengthening England commercially and militarily. She even chose never to marry, keeping both protestant and Catholic princes hoping for alliances. The religious toleration of Elizabeth helped England to become a world power.