how to write a good ap world history thesis

Choose Your Test

• Search Blogs By Category
• College Admissions
• AP and IB Exams
• GPA and Coursework

The Best AP World History Study Guide: 6 Key Tips

Advanced Placement (AP)

Are you taking AP World History this year? Or considering taking it at some point in high school? Then you need to read this AP World History study guide. Instead of cramming every single name, date, and place into your head, learn how to study for the AP World History exam so that you can learn the major ideas and feel ready for test day. We'll also go over some key strategies you can use to help you prepare effectively.

The AP World History test is challenging — just 13.2% of test takers got a 5 in 2021 . But if you study correctly throughout the year, you could be one of the few students who aces this test. Below are six tips to follow in order to be well prepared for the AP World History exam. Read through each one, apply them to your test prep, and you'll be well on your way to maximizing your score!

Why You Should Study for the AP World History Test

Is it really that important to study for the AP World History test? Absolutely! But why?

Let's start by taking a look at the kinds of scores students usually get on the exam. The following chart shows what percentage of test takers received each possible AP score (1-5) on the AP World History test in 2022:

Source: The College Board

As you can see, roughly 49% of test takers scored a 2 or 3, about 35% scored a 4 or 5, and only 14% scored a 1. Since most test takers scored a 3 or lower on this test , it's safe to say that a lot of AP World History students are not scoring as well as they could be. (That said, the test underwent some big changes beginning in the 2019-2020 school year , so we can't make too many direct comparisons between this new version of the test and the old one. We will talk more about these changes in the next section.)

While a 3 is not a bad AP score by any means, some colleges such as Western Michigan University require at least a 4 in order to get credit for some exams. If the schools you're applying to want a 4 or higher, putting in ample study time for the test is a definite must.

In addition, if you're applying to highly selective schools , a 5 on the AP World History test (or any AP test, really) could act as a tipping point in your favor during the admissions process.

Finally, getting a low score on this test—i.e., a 1 or 2—might make colleges doubt your test-taking abilities or question your potential to succeed at their school. You don't want this to happen!

What's on the AP World History Exam?

Before we give you our six expert study tips for AP World History, let's briefly go over the structure and content of the test.

The AP World History exam consists of two sections: Section 1 and Section 2 . Each section also consists of two parts: Part A and Part B . Here's what you'll encounter on each part of each World History section:

And here is an overview of the types of tasks you'll be asked to perform:

• Analyze historical texts as well as historians' opinions and interpretations of history
• Assess historical documents and make an argument to support your assessment
• Write an essay concerning an issue in world history

Note that as of the 2019-2020 school year, AP World History is now much smaller in scope and is called AP World History: Modern (another course and exam called AP World History: Ancient is in the process of being made by the College Board).

These changes have been put in place mainly as a response to ongoing complaints that the original World History course was way too broad in scope, having previously covered thousands of years of human development. Hopefully, this will make the test somewhat easier!

Now that you understand exactly how the AP World History test is set up, let's take a look at our six expert study tips for it.

How to Study for AP World History: 6 Key Tips

Below are our top tips to help you get a great score on the AP World History test.

Tip 1: Don't Try to Memorize Everything

If you start your AP World History class with the expectation of memorizing the entirety of human history, think again .

Although AP World History tests a wide span of time, you aren't expected to learn every tiny detail along the way; rather, this course focuses on teaching major patterns, key cultural and political developments, and significant technological developments throughout history .

Starting in 2019-2020, the AP World History course and exam will be arranged in nine units , which cover a range of periods starting around 1200 CE and ending with the present:

For each period, you should know the major world powers and forces driving politics, economic development, and social/technological change; however, you don't have to have every detail memorized in order to do well on the test . Instead, focus on understanding big patterns and developments, and be able to explain them with a few key examples.

For instance, you don't necessarily need to know that in 1492 Columbus sailed the ocean blue; you also don't need to know the details of his voyages or the particulars of his brutality . Nevertheless, you should be able to explain why the European colonization of the Americas happened , as well as the economic effects it had on Europe, Africa, and the Americas, and how colonization impacted the lives of people on these three continents.

Knowing a few concrete examples is essential to succeeding on the short-answer section. Short-answer questions 1 and 2 will present you with a secondary source and a primary source, respectively, and then ask you to provide several examples or reasons for a broader theme or historical movement that relates to the information provided.

You'll have flexibility in what specific examples you choose , just so long as they are relevant. The short-answer section is three questions long and worth 20% of your total test score. You will have 40 minutes to complete it.

Concrete examples can also bolster your essays and improve your ability to break down multiple-choice questions on the topic; however, focus first on understanding the big picture before you try to memorize the nitty-gritty.

If you're coming from AP US History, this advice might seem odd. But unlike US History, which is more fine-grained, the AP World History exam writers do not expect you to know everything, as they test a much larger topic . AP US History is essentially a test of 400 years of history in one location, so it's fair to expect students to know many proper names and dates.

But for World History, that same level of detail isn't expected; this test takes place across 800 years all around the world. Instead, you should focus on understanding the general patterns of important topics through history . This won't only save you time but will also keep you sane as your textbook hurls literally hundreds of names, places, and dates at you throughout the year.

Speaking of your textbook ...

Tip 2: Keep Up With Your Reading!

When it comes to AP World History, you can't sleep through the class all year, skim a prep book in April, and then expect to get a perfect 5 on the test. You're learning a huge chunk of human history, after all! Trying to cram for this test late in the game is both stressful and inefficient because of the sheer volume of material you have to cover.

And all that reading would hurt your eyes.

Instead, keep up with your reading and do well in your World History class to ensure you're building a strong foundation of knowledge throughout the year. This way, when spring comes, you can focus on preparing for the exam itself and the topics it's likely to test, as opposed to frantically trying to learn almost a thousand years of human history in just two months.

If your teacher isn't already requiring you to do something like this, be sure to keep notes of your readings throughout the school year. This could be in the form of outlines, summaries, or anything else that's useful to you. Taking notes will help you process the readings and remember them better. Your notes will also be an invaluable study tool in the spring.

Finally, check the website of whatever textbook your class uses. Many textbook websites have extra features, such as chapter outlines and summaries , which can be excellent study resources for you throughout the year.

Tip 3: Read a Prep Book (or Two) in the Spring

Even if you keep up with AP World History throughout the year, you're probably going to be a bit hazy on topics you learned in September when you start studying for the test in March or April. This is why we recommend getting a prep book , which will provide a much broader overview of world history, focusing especially on topics tested on the exam. (Make sure it's an updated book for the new Modern focus of the AP World History course and exam!)

If you've been learning well throughout the school year, reading a prep book will trigger your background knowledge and help you review . Think of your prep book as your second, much quicker pass through world history.

And in case you're wondering—no, the prep book alone will not fill you in on the necessary depth of knowledge for the entire test. You can't replace reading your textbook throughout the year with reading a prep book in the spring. The AP World History multiple-choice section especially can ask some pretty specific questions, and you'd definitely have blind spots if all you did is read a prep book and not an actual textbook.

Furthermore, you wouldn't be able to explain examples in your essay in as much detail if you've only read a few paragraphs about major historical events.

Tip 4: Get Ready to Move at 1 MPQ (Minute per Question)

To prepare for the AP World History exam, knowing the material is just half the battle. You also need to know how to use your time effectively , especially on the multiple-choice section.

The multiple-choice section (Section 1, Part A) asks 55 questions in 55 minutes and is worth 40% of your total score. This gives you just one minute per question , so you'll have to move fast. And to be ready for this quick pace, practice is key.

Taking the AP World History exam without practicing first would be like jumping into a NASCAR race without a driver's license.

To practice pacing yourself, it's crucial that you get a prep book containing practice tests . Even if you've read your textbook diligently, taken notes, and reviewed the material, it's really important to practice actual multiple-choice sections so you can get used to the timing of the test.

Although there are a handful of stand-alone questions, most come in sets of three to four and ask you to look at a specific source, such as a graph, image, secondary source, or map. It's a good idea to skip and return to tough questions (as long as you keep an eye on the time!).

Your teacher should be giving you multiple-choice quizzes or tests throughout the year to help you prepare for the test. If your teacher isn't doing this, it will, unfortunately, be up to you to find multiple-choice practice questions from prep books and online resources. See our complete list of AP World History practice tests here (and remember to find updated materials for the new 2020 Modern exam).

You need to create your own multiple-choice strategy as you study , such as using the process of elimination, being ready to read and analyze pictures and charts, and being constantly aware of your time. I recommend wearing a watch when you practice so you can keep an eye on how long you spend on each question.  Just make sure it's not a smart watch—unfortunately, those aren’t allowed!

Finally, make sure to answer every question on the exam . There are no penalties for incorrect answers, so you might as well guess on any questions you're not sure about or have no time for.

In short, make sure you practice AP World History multiple-choice questions so that when you sit down to take the exam, you'll feel confident and ready to move fast.

Tip 5: Practice Speed-Writing for the Free-Response Section

The AP World History exam has two essay questions that together account for 40% of your AP World History score . You'll get 60 minutes for the Document-Based Question, or DBQ, including a 15-minute reading period; the DBQ is worth 25% of your final grade. After, you will get 40 minutes for the Long Essay, which is worth 15% of your score.

For each essay, you need to be able to brainstorm quickly and write an essay that answers the prompt, is well organized, and has a cogent thesis . A thesis is a one-sentence summary of your main argument. For the sake of AP essays, it's best to put your thesis at the end of the introductory paragraph so the grader can find it quickly.

When organizing your essay, have each paragraph explain one part of the argument , with a topic sentence (basically, a mini-thesis) at the beginning of each paragraph that explains exactly what you're going to say.

For the DBQ, you'll need to bring most of the provided documents into your argument in addition to your background knowledge of the period being tested. For example, in a DBQ about the effects of Spanish Influenza during World War I, you'd need to demonstrate your knowledge of WWI as well as your ability to use the documents effectively in your argument. See our complete guide to writing a DBQ here .

For the Long Essay, it's up to you to provide specific historical examples and show your broad understanding of historical trends . (Again, this is why doing your reading is so important, since you'll have to provide and explain your own historical examples!)

Throughout the year, your teacher should be having you do writing assignments, including in-class essays, to teach you how to write good essays quickly. Since you'll be writing your essays by hand for the test, you should ideally be writing your practice essays by hand as well. If you struggle with writing by hand quickly, you can build up your writing fluency (that is, your ability to quickly translate thoughts to words) by writing additional practice essays on your own .

If you need to work on writing fluency, it's best to practice with easier writing topics . First, find a journal prompt to write about ( this website has hundreds ). Next, set a timer; between 10 and 15 minutes is best. Finally, write as much (and as fast!) as you can about the prompt, without making any big mistakes in spelling or grammar.

When time's up, count how many words you wrote . If you do this a few times a week, you'll build up your writing speed, and your word counts will continue to grow. Once you've built up this skill, it will be much easier to tackle the AP World History free-response section.

You can also practice on your own using old AP World History free-response questions . However, note that the test was revised for 2019-20 (now its focus is only on 1200-present) and 2016-17, so old questions will have old content and instructions .

In fact, there actually used to be three essays on the AP World History test—in addition to the DBQ, there was a "Change Over Time" essay and a "Comparison" essay. Now, there's just one long essay. Be sure to compare older questions with the most up-to-date examples from the most current AP Course and Exam Description .

Tip 6: Take Practice Exams and Set a Target Score

In the spring, aim to take at least one full practice exam —ideally in late March or early April—once you've learned most of the World History material. By a full practice exam, we mean the entire AP World History test. Time yourself and take it in one sitting, following official time restrictions.

Why should you do this? It will give you a chance to experience what it's like to take a full AP World History exam before you sit for the real thing. This helps you build stamina and perfect your timing. All the practice in the world won't help you if you run out of steam on your last essay question and can barely think.

Also, set a target score for each section. Good news: you don't need to be aiming for 100% on Section 1 and perfect scores on every essay in Section 2 in order to secure a 5 — the highest possible score . Far from it, actually!

The truth is that a high multiple-choice score (50/55) with average short-answer and free-response scores (say, 6/9 on short answer, 5/7 on the DBQ, and 4/6 on the long essay) can net you a score of 5 . Likewise, an average multiple-choice score (35/55) with high short-answer and free-response scores (say, 8/9 on short answer, 6/7 on the DBQ, and 5/6 on the long essay) can also net you a 5 .

Set realistic score targets based on your personal strengths. For example, a really good writing student might go the average multiple choice/strong essay route, while a stronger test taker might go the other way around. You could also be somewhere in-between.

In addition, don't be intimidated if your target score is a lot higher than your current scores . The whole point of practicing is to eventually meet your target!

Once you have a target score, practice, practice, practice ! Use old exams, the practice exams in (high-quality) prep books, and the free-response questions linked above. You can even ask your teacher for old AP World History tests and essay questions. (Just be aware of the key changes to the AP World History exam in recent years so that you can tweak practice questions as needed.)

The more you practice before the test, the more likely you are to meet—or even exceed!—your AP score goal.

Bottom Line: How to Prep for the AP World History Test

Although AP World History is a challenging test, if you follow all our advice in this AP World History study guide and prepare correctly throughout the school year, you can definitely pass the exam and might even be one of the few students who gets a 5 !

Just make sure to keep up with your reading, use an updated prep book in the spring, and practice a lot for the multiple-choice and free-response sections. With clear target scores for each section and plenty of practice under your belt, you will have the strongest chance of getting a 5 on test day !

What's Next?

How many AP classes should you take in total? Find out here in our expert guide .

How hard is AP World History compared with other AP tests? We've come up with a list of the hardest and easiest AP tests , as well as the average scores for every exam .

For more tips on doing well in all your classes, from AP to IB to honors, read this expert guide to getting a perfect 4.0 , written by PrepScholar founder Allen Cheng . Even if you're not going for perfection, you'll learn all the skills you need to work hard, act smart, and get better grades.

Also studying for the SAT/ACT? In a hurry? Learn how to cram for the ACT or SAT .

Trending Now

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

ACT vs. SAT: Which Test Should You Take?

When should you take the SAT or ACT?

Get Your Free

Find Your Target SAT Score

Free Complete Official SAT Practice Tests

How to Get a Perfect SAT Score, by an Expert Full Scorer

Score 800 on SAT Math

Score 800 on SAT Reading and Writing

How to Improve Your Low SAT Score

Score 600 on SAT Math

Score 600 on SAT Reading and Writing

Find Your Target ACT Score

Complete Official Free ACT Practice Tests

How to Get a Perfect ACT Score, by a 36 Full Scorer

Get a 36 on ACT English

Get a 36 on ACT Math

Get a 36 on ACT Reading

Get a 36 on ACT Science

How to Improve Your Low ACT Score

Get a 24 on ACT English

Get a 24 on ACT Math

Get a 24 on ACT Reading

Get a 24 on ACT Science

Stay Informed

Get the latest articles and test prep tips!

Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

• EXPLORE Random Article
• Happiness Hub

How to Write Good Essays in AP World History

Last Updated: September 1, 2021

This article was co-authored by Carrie Adkins, PhD . Carrie Adkins is the cofounder of NursingClio, an open access, peer-reviewed, collaborative blog that connects historical scholarship to current issues in gender and medicine. She completed her PhD in American History at the University of Oregon in 2013. While completing her PhD, she earned numerous competitive research grants, teaching fellowships, and writing awards. This article has been viewed 41,639 times.

AP World History is an exciting course to take. You can learn about how civilizations have grown and interacted with one another from the time of 600 B.C.E. to the present day. For your course and AP exam, you will need to write three kinds of essays: document-based, continuity and change-over-time, and comparative. [1] X Research source Each has a slightly different format so be aware of the differences.

Writing a Document-Based Essay

• Making historical arguments from evidence and practicing historical argumentation
• Chronological reasoning, determining causation, continuity, and change-over-time
• Comparison and contextualization
• Historical interpretation and synthesis [2] X Research source

• Look for commonalities or contrasts in the documents’ tone, authorship, purpose or intent, and dating. [4] X Research source
• Draw a table that lists your group headings, e.g. "gender" or "trade pacts." List the numbers of the documents that fit in each group. For each group, make sure you have minimally two documents. [5] X Research source
• Themes might include a particular time period like World War II, technological movements like the Industrial Revolution, or social movements like civil rights.

• You must use all or all but one of the documents. [7] X Research source For this essay, rely on the evidence in front of you first. Then, if you have any examples that will help your point, you can incorporate them into your argument.
• You might be asked what other documents could be beneficial to your grouping or argument. Think about what could make your arguments stronger. Try to mention an additional needed document at the end of every body paragraph. [8] X Research source
• For tips on writing an essay, see Write an Essay.
• For advice on developing your thesis statement, see Focus an Essay. Your thesis statement should mention evidence you gathered from the documents. It should clearly and concisely answer the prompt. Do not take on a thesis that you cannot prove in the allotted time. A framework for a thesis could be: "Docs. 1-3 demonstrate how due to the invention of the water mill, landowners with water rights were able to extract income from a basic natural resource. This widened the income gap between landowners and farmers."

• For examples of sample questions and documents for this essay and the other types of essays, see http://media.collegeboard.com/digitalServices/pdf/ap/ap-world-history-course-and-exam-description.pdf

Penning a Change-Over-Time Essay

• How did environmental conditions shift, for example, during the Industrial Revolution? What were the connections to technological development? Look for changes over time and things that remained the same or were continuous.
• Include dates when relevant. [11] X Research source
• When forming your thesis statement, make sure it answers the prompt and mentions both change and continuity. For example, "Although Christianity spread through colonialism, its impact in China was relatively small in comparison to other countries (e.g. X, Y, Z). In China, Buddhism remained as a mainstay because of missionaries' inability to connect with the local people in (location M, N, etc.)."

• For example, if you are writing about the Crusades, drawing parallels to the Mongols and spirituality's influence on their wars is an interesting side-point. Unless you were asked to compare the role of religion in war, however, the point is probably not necessary to mention!

• Good essays tie change and continuity together. For example, an important agricultural change could lead to a technological innovation that becomes a continuity.

Mastering a Comparative Essay

• You might be able to choose from a number of examples for analysis. [13] X Research source

• Assess or evaluate
• Describe [14] X Research source

• For example, if the prompt asks you to compare the role of religion in war between two societies, you could pick the Ancient Hebrews and early Muslims. If, however, you know more about the Christian Crusaders and the spiritualist Mongols, go for that comparison. As long as you can support your points with thorough examples and your examples answer the question at hand, use what you know best.

• Can develop a solid thesis
• Answer every part of the question
• Provide evidence to back up your thesis
• Make minimally one (preferably more) direct comparisons between regions or societies
• Examine one reason for the difference between regions

Expert Q&A

• Use an active voice (versus passive) and simple past verbs. [15] X Research source Thanks Helpful 0 Not Helpful 0
• If you have time, always review your essay after you’ve written it. Thanks Helpful 0 Not Helpful 0
• To ensure good essay writing, be sure to study enough beforehand. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ http://media.collegeboard.com/digitalServices/pdf/ap/ap-world-history-course-and-exam-description.pdf
• ↑ http://glencoe.mheducation.com/sites/dl/free/0024122010/899891/AP_World_History_Essay_Writers_HB.pdf
• ↑ http://faculty.chass.ncsu.edu/slatta/hi216/write.htm

About this article

Reader Success Stories

Oct 15, 2017

Did this article help you?

• About wikiHow
• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

AP® World History

How to answer ap® world history saqs, dbqs, and leqs.

• The Albert Team
• Last Updated On: March 1, 2022

If you’re taking AP® World History, you probably already know just how important the free response section can be for making or breaking your AP® score. This post will help give you the best tips and tricks for answering AP® World History free response questions including but not limited to short-answer questions, document-based questions, and long essays. 

We’ll go over things like must-know tips for how to write perfect score SAQs, DBQs, and LEQs, mistakes students often make on the AP® World exam, and how to use past AP® free response questions to start practicing for your upcoming exam. 

Read on to get the scoop on everything you need to make the most of your AP® World History: Modern exam review. 

What We Review

5 Steps on How to Write Effective AP® World History: Modern Free Responses

Regardless of whether you’re answering a SAQ, DBQ, or LEQ, there are a few key steps when it comes to putting your best foot forward in your AP® World free response section.

1. Knowing what you’re being asked and answering that specific question.

All too often, students enter the AP® World History: Modern exam suffering from two key weaknesses in their exam prep: not understanding the rubric or not answering the question asked. 

You need to know exactly how you earn your points. This way, you can write your response to directly address what you’re being asked. 

Here is a link for AP® World History past released exams

These past exams include scoring guidelines PDFs which outline how points were distributed for each respective question. 

Here’s a screenshot from the second question of the 2019 released exam:

Source: College Board

You can gather a lot from these scoring guidelines. In the example above, you can see that points are distributed based on the student’s ability to answer the prompt. One point was given for identification from data in a chart, another from identifying a similarity, and a final point for explaining how longer life expectations impacted society on a political, economic, or social level. 

There are commonly used directive words to be wary of when reviewing past AP® World History free response questions. We’ll cover what some of those are later. 

When it comes to the AP® World History DBQ, know where each of your points will come from. Most importantly, keep in mind how to use the documents to advance your argument and don’t just rehash what is already known from the documents provided. This means knowing for example that you’ll receive one point for successfully connecting documents to the prompt, knowing you have to argue with the documents to earn more points, or using at least six (if not seven) documents to support your thesis.

For now, just make sure you go over at least two years worth of released exam scoring guidelines so you understand how everything is weighted and distributed.

2. Flag every directive word or key phrase in the question prompt. 

Now that you know how points are earned, you need to start to develop a habit for mentally confirming you’re getting all of the points possible in each question. 

Let’s take a look at the first SAQ from the 2019 AP® World History exam:

What you can tell here is that oftentimes for SAQs, you will be asked to identify in part A (and sometimes B, as is the case here), followed by explain in part B and/or C. 

To properly identify , you must provide 1-2 sentences where you directly answer the question, within the proper time period.

When asked to explain , these responses often will be three sentences. One sentence to answer the question, and then two sentences to provide specific facts that support your answer. Teachers often refer to these questions as ones where you want to “show the why”. 

Take note of what we highlighted above. We not only flag for ourselves what the key directive word is, but we also mark how many things we need to identify or explain and the time period being asked of us. 

Students often make the mistake of bringing in historical examples that are outside the scope of the time period asked. If you do this, you will miss out on valuable AP® World History SAQ points. 

Here’s how we might flag the DBQ from that same 2019 AP® World History free response section:

When you’re flagging the key directives or phrases, the things to keep in mind are: 

• Typically when it comes to the DBQs or LEQs, you’ll be asked to compare, explore causes, discuss change or continuity over time.
• What’s the time period? 

To answer the first question, you must understand that AP® World History: Modern develops students to have these six historical thinking skills: 

The four core historical reasoning skills from the College Board are:

3. Plan out your response BEFORE you start writing.

Taking just a few minutes to map out your response to each AP® World History free response question can make a big difference in the cohesion of your responses. 

Too often, students jump right into answering questions and as a result either simply regurgitate what was already given to them, or fail to answer the question they’re being asked directly. 

To serve as a “compass”, always remember:

• What’s the historical reasoning skill being asked of me?
• What’s the time period? What do I know about this time period?

Then, when it comes to specifics to the DBQ, ask yourself questions such as:

• What type of DBQ is this? Is it asking me a social, political, or economic question? 
• How can the documents I’ve been provided be grouped together? 
• What is the sourcing of the document? 
• What’s my thesis? Can it be agreed with or disagreed with and have I put everything into historical context? 
• Have I planned to use at least six documents? 
• Is my intended outside evidence specific and relevant to the question and time period?
• Have I planned how I’ll introduce complexity? (We’ll give you tips on this final point later)

For the AP® World LEQ, be sure to ask:

• Do I have a defensible thesis? Is there a clear line of reasoning? 
• Is it clear how I’ll place things into historical context?
• Do I have specific evidence that is relevant to the question and time period?
• Have I planned how I’ll introduce complexity?

The College Board uses the free response section to test your ability to connect the dots between historical time periods and to be able to fluidly navigate historical time periods with accuracy. 

This means planning is essential. Really think hard on what the question is asking you and if you’re giving a direct answer to that question. 

AP® Readers often express frustration with not being able to give students points because students simply got distracted by a catch phrase from the text, or wrote about something not relevant to the question of the prompt.

4. Double check you’ve made explicit references to connections in your writing.

One of the common pitfalls of student responses for AP® World History: Modern FRQs is not using documents or evidence to advance an argument. 

It isn’t enough in your response to simply demonstrate you understand what the document is. You have to also show how that document serves as evidence to support your thesis. 

In the past, Chief Readers of the exam have expressed that students often understand historical content, but aren’t able to present the evidence in a way that will earn points for the response. 

The easiest way to check yourself here is to remember the word “therefore”. Make your argument, describe your evidence from what’s provided (or what you know), and then say “therefore” followed by the argument you are trying to make. 

In other AP® subjects, teachers tell their students that this is the equivalent of “showing the why” or “closing the loop”. 

Closing the loop in AP® World History can be made into more of a habit using words like “because” or “therefore” to help bridge two concepts together and solve for the “why” this matters. 

5. Practice, practice, and then practice some more

When you really think about what are the keys to AP® free response success, it boils down to mastering the rubrics and crafting responses to fit those rubrics. 

It’s not uncommon for students to walk into the exam and to have never seen an AP® World History: Modern SAQ, DBQ, or LEQ rubric. Don’t be that student. 

The College Board provides a plethora of past released exams to help you navigate the preparation process, so use them! 

Try one of the past released exams and then have a friend grade your responses with the scoring guidelines. See how you might have done without any deliberate practice. Then, review your mistakes, log them in a study journal, and keep working through the other prior years. 

After a while, you’ll develop your own internal checklist of questions for yourself such as:

• Do I have a thesis? Does it include evidence and a clear line of reasoning?
• Have I explained what happened before this time period to earn the contextualization point?
• Is the evidence I’ve used supporting my thesis? Have I included bridge words like “therefore” or “because” to demonstrate this alignment? Have I used at least six of the documents?
• Have I discussed sourcing? Is it clear who the documents were written for and how that might impact the author’s point of view? 
• Is there an attempt at earning the complexity point and evidence to support my complexity?

Return to the Table of Contents

37 AP® World History and Politics FRQ Tips to Scoring a 4 or 5

Alright! Now that we’ve reviewed a 5-step process for writing grade ‘A’ worthy AP® World History: Modern free responses, we can review some test taking tips and strategies to keep in mind. 

We recommend you read through a few of these every time you start and end your AP® World FRQ practice. Then, in the days leading up to your exam, read the entire list so they stay fresh in your mind. 

11 AP® World History SAQ Tips and Test Taking Strategies

• Be smart about how you review your textbook for your FRQs. There is so much content that it can often be more practical to look over your outlines and notes from when you were in class, or to find online teacher notes that are free to build notes on top of. 
• Prioritize chronology and periodization over dates. You should have a strong sense of the overall timelines but not have to rely on specific dates to position your responses. Students often force specific dates to memory without more broadly understanding what happened during that time period. 
• Focus on understanding how the AP® World History themes intersect with one another. This directly relates to the ability to discuss and explain continuity and change over time. 
• Answer the question.
• Cite your supporting evidence.
• Explain how your evidence proves your point. 
• Familiarize yourself with the common categories of analysis: economic, demographic, political, cultural, and social developments are commonly assessed not just in the SAQ, but in all the AP® World FRQs. 
• Readers have often mentioned that students struggle with periodization. As a result, they make mistakes mentioning things that are outside the scope of the time period given. 
• Student struggles with periodization are often exacerbated when the test asks you about two different time periods. Be prepared for this scenario — it happened as recently as 2019 and led to many students writing outside the specified time period. 
• Be wary of what the College Board calls “catch phrases” in the text. These are popular terms like “checks and balances” or “serial murderers”. These phrases have led students to write about topics not relevant to the question in the past such as the death penalty, school shootings, or the criminal justice system. 
• Practice your ability to link secondary sources to course content. This is a skill that students often struggle with and the premise of doing well on a number of the SAQs.
• Focus much of your prep time on the E in ACE . Students often are not effective at earning the point for explaining because they simply restate a fact and fail to show how that fact supports comparison, causation, or continuity and change over time. 
• To help you score points in demonstrating your historical reasoning skills, use words like whereas, in contrast to, or likewise when drawing comparisons. 

22 AP® World History DBQ Tips and Test Taking Strategies

• Before you start planning out your DBQ, double check the time period. 20th century means anything that happened between 1901 and 2000, 18th century means anything between 1701 and 1800, etc. You’d be surprised that students sometimes write about the wrong time period just due to test day stress. 
• For the AP® World History DBQ, understand that you’ll only earn a point for your thesis if there is a historically defensible thesis that establishes a line of reasoning. In other words, you cannot just restate or reword the prompt.
• X is your counterargument or counterpoint
• ABC are your strongest supporting points for your argument.
• And Y is your argument. 
• If you don’t like the above formula, another common way to form a thesis is to remember to include the word “because” — the claims you make after you state “because” will be your argument. 
• Gut check your thesis by asking yourself, “Is this something someone can or cannot agree to? If so, then it’s a good enough thesis because it needs to be defended.
• Some AP® World History teachers recommend placing context in your opening paragraph. This way you don’t forget about it later. 
• Historical Context
• Point of View
• Remember that you only get one point to describe how at least three documents from the documents provided relate to the prompt. Don’t spend your entire DBQ simply describing documents. 
• The other points when it comes to the evidence section of the DBQ come from arguing with the documents. In other words, remember to use the documents as evidence to support your thesis. 
• If you use six documents to support the argument of your thesis, you can earn the second point for the evidence section. If you’re unsure about how you interpreted one document, try to use all seven to give yourself a backup. Past Chief Readers of the exams have even given this tip as a good tip for responding to DBQs. 
• XYZ, therefore ABC
• XYZ is the description of the document
• ABC is the implication and support of how what you described relates to your thesis. 
• To earn the final point for evidence, the contextualization point, you need to bring in at least one piece of specific historical evidence from what you know that is relevant to the prompt and your thesis . The last part is very important. 
• An easy way to earn your contextualization point is to explain what happened immediately before the time period being tested. 
• In document 1, XYZ
• In document 2, XYZ
• Refer to the authors of the documents and not just the document numbers — this can serve as a helpful reminder to remember the HAPP acronym. 
• Make sure your DBQ supporting paragraphs have topic sentences. Doing so helps build a cohesive argument instead of just jumping your reader from one document or one group of documents to the next.
• To earn the sourcing point in analysis and reasoning, ask yourself, “Who was this document written for? What’s their intent or what might this document have accomplished? Why did the writer say what he said in the way he said it?” Then, link what you’ve considered to your thesis. 
• You must demonstrate sourcing for at least three documents to earn the point. Try to do more than the minimum of three.
• Do not ask for additional documents. This is an outdated tip that AP® World History teachers have continued sharing with students over the years that no longer is applicable. As recently as 2018, 15-20% of essays requested more documents when this hasn’t been part of the rubric. 
• The College Board rubric describes this as “explaining relevant and insightful connections within and across periods” 
• The College Board describes this as “explaining both similarity and difference”
• If you’re writing about causation, discuss the effects. 
• If you want another way to earn this point, you can earn it by applying your argument to another time period and drawing a connection. If you do this, keep in mind you must apply your entire argument to another time period. 
• When aiming to score your complexity point, remember it needs to be integrated into your argument and not just a brief phrase or reference. Always explain why you’re including something in your response. 
• A series of possible stems to signal to your grader you are attempting complexity is to say use one of the following phrases: another time, another view, or another way.

4 AP® World History LEQ Tips and Test Taking Strategies

• Understand and be comfortable with all forms of the LEQ: causation, comparison, or change and continuity over time questions.
• One point comes from having a historically defensible thesis or claim that establishes a line of reasoning (see above tips for how to make sure this is covered).
• One point is awarded for contextualization. The easiest way to do this is to start with specificity on what was happening two to five decades before the time period you’re writing about. Be specific as you do not earn points for just citing a phrase or reference.
• Two points are given for evidence. One is earned for just naming two pieces of evidence that are relevant to the prompt. The second is given when you use those pieces of evidence to support your argument in response to the prompt. 
• Finally, two points are given for analysis and reasoning. One point is given for doing what is asked in the prompt (i.e. comparing, evaluating causation, exploring change and continuity over time). The second point is earned by having complexity in your response. See the above tip #31 from the DBQ section for the easiest ways to earn this point. 
• When practicing your LEQs, try writing your response. Then, give yourself a dedicated time to reference your class notes and resources and add in specific facts that could have helped support your LEQ. This will help you gain confidence in being specific in your supporting evidence. 
• If you’re often forgetting to bring in contextualization, try going through the last five years of LEQs and just answering how you would have tried to earn the contextualization point. 

Wrapping Things Up: How to Write AP® World History and Politics FRQs

We’ve reviewed so much in this AP® World History study guide. At this point, you should feel pretty confident when it comes to answering either your short answer questions, document-based questions, or long-essay questions. 

As we wrap up, here are a few things to remember:

• Good AP® World History free response scores are only achieved when you know how you’re being assessed. Understand the point breakdowns for the SAQ, DBQ, and LEQs.
• Form a mental checklist for yourself for each type of AP® World FRQ — for example, for SAQs, remember ACE: answer the question, cite your evidence, and explain how your evidence proves your point. 
• Always take note of what time period is being asked of you. Students miss so many points by simply writing about something outside of the time period asked. 
• Be specific in your responses. It is not enough to simply describe what’s going on in documents for example. You need to use the documents to support your thesis. Close the loop or “show the why” to your reader. 
• Focus the bulk of your time on commonly tested AP® World History time periods. See the curriculum and exam description for the period breakdowns. Units 3-6 are typically weighted more than other time periods (12-15% respectively).  
• Make sure your thesis includes a clear line of reasoning. Remember the model: Although X, ABC, therefore Y.
• Put an attempt at contextualization in your introduction and then another when wrapping up your evidence to support your thesis. Explain what happened immediately before the time period being tested. 
• Make sure to source at least three documents in your DBQ. Address HAPP (historical context, audience, purpose and point of view).
• The easiest way to earn complexity is to do the opposite historical reasoning skill of what’s being asked of you. See tip #31 for how to do this. 

We hope you’ve taken away a lot from this AP® World review guide.

If you’re looking for more free response questions or multiple choice questions, check out our website! Albert has tons of original standards-aligned practice questions for you with detailed explanations to help you learn by doing and score that 4 or 5.

If you found this post helpful, you may also like our AP® World History tips here or our AP® World History score calculator here .

We also have an AP® World History review guide here .

Interested in a school license?​

Popular posts.

AP® Score Calculators

Simulate how different MCQ and FRQ scores translate into AP® scores

AP® Review Guides

The ultimate review guides for AP® subjects to help you plan and structure your prep.

Core Subject Review Guides

Review the most important topics in Physics and Algebra 1 .

SAT® Score Calculator

See how scores on each section impacts your overall SAT® score

ACT® Score Calculator

See how scores on each section impacts your overall ACT® score

Grammar Review Hub

Comprehensive review of grammar skills

AP® Posters

Download updated posters summarizing the main topics and structure for each AP® exam.

All Subjects

AP World Long Essay Question (LEQ) Overview

15 min read • june 18, 2024

Zaina Siddiqi

Overview of the Long Essay Question (LEQ)

Section II of the AP Exam includes three Long Essay Question (LEQ) prompts. You will choose to write about just one of these. 

The formatting of prompts varies somewhat between the AP Histories, though the rubric does not. In AP World History, the prompt includes a sentence that orients the writer to the time, place, and theme of the prompt topic, while prompts in AP US History and AP European History typically do not. However, the rubrics and scoring guidelines are the same for all Histories.

Your answer should include the following:

• A valid thesis
• A discussion of relevant historical context
• Use of evidence supports your thesis
• Use of a reasoning skill to organize and structure the argument
• Complex understanding of the topic of the prompt We will break down each of these aspects in the next section. For now, the gist is that you need to write an essay that answers the prompt, using evidence. You will need to structure and develop your essay using one of the course reasoning skills.

Many of the skills you need to write a successful LEQ essay are the same skills you will use on the DBQ. In fact, some of the rubric points are identical, so you can use a lot of the same strategies on both writing tasks!

You will have three choices of prompts for your LEQ. All three prompts will focus on the same reasoning skills, but the time periods will differ in each prompt. Prompt topics may span across time periods specified in the course outline, and the time period breakdowns for each prompt are as follows:

Writing time on the AP Exam includes both the Document Based Question (DBQ) and the (LEQ), but it is suggested that you spend 40 minutes completing the LEQ. You will need to plan and write your essay in that time. 

A good breakdown would be  5 min. (planning) +  35 min. (writing) =  40 min.

** Try using a study timer to maximize your efficiency while practicing your LEQ skills!**

The LEQ is scored on a rubric out of six points, and is weighted at 15% of your overall exam score. We’ll break down the rubric next.

How to Rock the LEQ: The Rubric

The LEQ is scored on a six point rubric, and each point can be earned independently. That means you can miss a point on something and still earn other points with the great parts of your essay. 

Note: all of the examples in this section will be for this prompt from AP World History: Modern. You could use similar language, structure, or skills to write samples for prompts in AP US History or AP European History.

Let’s break down each rubric component...

What is it?  

The thesis is a brief statement that introduces your argument or claim, and can be supported with evidence and analysis. This is where you  answer the prompt. Where do I write it?

This is the only element in the essay that has a required location. The thesis needs to be in your  introduction or  conclusion of your essay. It can be more than one sentence, but all of the sentences that make up your thesis must be consecutive in order to count. How do I know if mine is good?

The most important part of your thesis is the  claim , which is your answer to the prompt. The description the College-Board gives is that it should be “historically defensible,” which really means that your evidence must be plausible. On the LEQ, your thesis needs to be related topic of the prompt. Your thesis should also establish your  line of reasoning. Translation: address why or how something happened - think of this as the “because” to the implied “how/why” of the prompt. This sets up the framework for the body of your essay, since you can use the reasoning from your thesis to structure your body paragraph topics later.

The claim and reasoning are the required elements of the thesis. And if that’s all you can do, you’re in good shape to earn the point. 

Going above-and-beyond to create a more complex thesis can help you in the long run, so it’s worth your time to try. One way to build in complexity to your thesis is to think about a  counter-claim or alternate viewpoint  that is relevant to your response. If you are using one of the course reasoning process to structure your essay (and you should!) think about using that framework for your thesis too.

• In a  causation essay, a complex argument addresses  causes and effects.
• In a  comparison essay, a complex argument addresses similarities and differences.
• In a  continuity and change over time essay, a complex argument addresses  change and continuity . This counter-claim or alternate viewpoint can look like an “although” or “however” phrase in your thesis.

Complex Thesis = Claim + Because + However

• Powers in both land-based and maritime empires had to adapt their rule to accommodate diverse populations. However, in this era land-based empires were more focused on direct political control, while the maritime empires were more based on trade and economic development.
• This thesis works because it clearly addresses the prompt (comparing land and maritime empires). It starts by addressing a similarity, and then specifies a clear difference with a line of reasoning to clarify the actions of the land vs. maritime empires.

Contextualization

What is it?

Contextualization is a brief statement that lays out the broader historical background relevant to the prompt.

There are a lot of good metaphors out there for contextualization, including the “previously on…” at the beginning of some TV shows, or the  famous text crawl at the beginning of the  Star Wars movies.

Both of these examples serve the same function: they give important information about what has happened off-screen that the audience needs to know to understand what is about to happen on-screen.

In your essay, contextualization is the same. You give your reader information about what else has happened, or is happening, in history that will help them understand the specific topic and argument you are about to make. Where do I write it?  

There is no specific requirement for where contextualization must appear in your essay. The easiest place to include it, however, is in your  introduction . Use context to get your reader acquainted with the time, place, and theme of your essay, then transition into your thesis. How do I know if mine is good?  

Good contextualization doesn’t have to be long, and it doesn’t have to go into a ton of detail, but it does need to do a few very specific things.

Your contextualization needs to refer to events, developments and/or processes outside the time and place of the prompt. It could address something that occurred in an earlier era in the same region as the topic of the prompt, or it could address something happening at the same time as the prompt, but in a different place. Briefly describe this outside information.

Then, connect it to your thesis/argument. The language from the College Board is that contextualization must be “relevant to the prompt,” and in practical terms this means you have to show the connection. A transition sentence or phrase is useful here (plus, this is why contextualization makes the most sense in the introduction!)

Also, contextualization needs to be multiple consecutive sentences, so it’s all one argument (not sprinkled around in a paragraph). The introduction is the best place for contextualization, but not the only place.

Basically, choose a connected topic that “sets the stage” for your thesis, and briefly describe it in a couple sentences. Then, make a clear connection to the argument of your thesis from that outside information. Example:

In the period 1450-1750, both European and Asian powers expanded their reach and created large empires across the world. In Asia, the trend was toward large, land-based empires which were controlled from a central capital city. Europeans built empires that stretched across oceans included territories in the Americas, Africa, and Asia.

This contextualization works by addressing the time period of the prompt and establishing basic definitions for empire-building and the types of empires (land and maritimes.) These definitions will be valuable context for seeing the comparisons developed in the thesis and body paragraphs of this essay.

Evidence: Provide Specific Examples

For this point, the focus is simply about having evidence. Evidence is the historical detail you include in your writing. The specific facts and examples that prove your argument. In the LEQ, your evidence comes your knowledge of history. Where do I write it?  

Evidence goes in your body paragraphs. In fact, the bulk of your body paragraphs will be made up of evidence and supporting analysis or commentary that connects that evidence to other evidence and/or to the argument you are making. How do I know if mine is good?  

Good evidence is specific, accurate, and relevant to the prompt. For this point, simply including multiple pieces of quality evidence is enough. If you’re a numbers person, a good starting point is to aim for two pieces of quality evidence in each body paragraph and go up from there.

In order for your evidence to count for this point, it needs to be really specific. Using  course-specific vocabulary is a great strategy here to know that you are writing specific evidence. If you can’t remember a specific vocabulary term, describe what you mean in plain language with as much detail as possible. Example:

Though the Ottoman Sultans were Muslims, they ruled over a population that included fellow Muslims, Christians, and Jews.

Evidence: Supports an Argument with Evidence

In addition to having evidence, this point is about using that evidence to support an argument in response to the prompt. Basically, connect your evidence back to your topic sentence and/or thesis. Where do I write it?

Supporting statements go with your evidence in your body paragraph. Ideally, a connecting statement comes right before or after a piece of evidence. How do I know if mine is good?

This point is harder to earn than the previous evidence point, because it’s a little more difficult to explain fully.

One way to know if you are doing this at all is to look at the  topic sentences of your body paragraphs. First of all, do you have one? You should. The first sentence of your body paragraph should make it clear what you are talking about in that paragraph. It should relate to some aspect of your thesis, and it should be connected to the reasoning skill you have chosen to organize your argument. Example:

One characteristic shared by both kinds of empires was the need to adapt to diverse populations. As the Ottoman empire expanded its influence, it took over territory previously controlled by the Byzantines. Though the Ottoman Sultans were Muslims, they now ruled over a population that included fellow Muslims, Christians, and Jews. In order to keep peace within their empire, the Ottomans allowed people to continue practicing their traditional faiths. Ottoman cities such as Istanbul had areas of the cities set aside where different groups could live and worship without interference from others .

This section works because it defines the adaptation made by Ottoman rulers to effectively rule a diverse population, and elaborates on both how and why that adaptation was made.

Following your topic sentence, your body paragraph should elaborate on the idea in that topic sentence, using the evidence to prove your point. At first, you may rely on phrases like “this shows…” or “this means…,” which can get repetitive, but may also help you know when you are making the connections between evidence and argument explicit.

Analysis and Reasoning: Historical Reasoning

A good argument needs structure, and yours needs to use one of the course reasoning skills to create that structure. You can choose whichever skill works best for a particular prompt:  causation ,  comparison , or  continuity and change over time . How do I know if mine is good?

Strong reasoning goes throughout an essay, so this will be the overarching structure of your writing from the thesis through your body paragraphs.

The reasoning doesn’t necessarily have to be completely balanced or even in order to count, which gives you room to write about what you know best. For example, in an essay structured around continuity and change, you might spend most of your time addressing changes and relatively little time addressing continuity. And that’s ok.

Analysis and Reasoning: Complexity

The second part of the Analysis and Reasoning scoring category is complexity. This is by far the most challenging part of the LEQ, and the point earned by the fewest students. It isn’t impossible, just difficult. Part of the difficulty is that it is the least concrete skill to teach and practice. 

If you’re already feeling overwhelmed by the time limits of the LEQ, don’t stress about complexity. Focus on writing the best essay you can that answers the prompt. Plenty of students earn 5’s without the complexity point.

If you are ready to tackle this challenge, keep reading!

The College Board awards this point for essays that “demonstrate a complex understanding” of the topic of the prompt.

Complexity cannot be earned with a single sentence or phrase. It must show up throughout the essay. How do I know if mine is good?

A complex argument starts with a complex thesis. A complex thesis must address the topic of the prompt in more than one way. Including a counter-claim or alternate viewpoint in the thesis is a good way to set up a complex argument, because it builds in room within the structure of your essay to address more than one idea (provided your body paragraphs follow the structure of your thesis!)

A complex argument may include  corroboration - evidence that supports or confirms the premise of the argument. Clear explanation that connects each piece of evidence to the thesis will help do this. In the LEQ, your evidence is all from your knowledge of history, so it’s up to you to fully explain how that evidence backs up your thesis. Consistent, thoughtful explanation can go a long way toward the complexity point.

A complex argument may also include  qualification - evidence that limits or counters an initial claim. This isn’t the same as undoing or undermining your claim. Qualifying a claim shows that it isn’t universal. An example of this might be including continuity in an essay that is primarily about change.

Since no single sentence can demonstrate complexity on its own, it’s difficult to show examples of complex arguments. Fully discussing your claim and its line of reasoning, and fairly addressing your counter-claim or alternate view is the strongest structure to aim for a complexity point. Explain everything as you go and aim for success!

How to Rock the LEQ: The Process

Before you start writing....

It is tempting to just start writing at the beginning of your LEQ time, especially if you took extra time to write your DBQ and you’re feeling some pressure. It’s actually better to take a few minutes to analyze the prompt and plan your essay before you start writing to give yourself the best shot at success. You might surprise yourself with how quickly an essay comes together after you create a solid plan.

The very first thing you should do with any prompt is to  be sure you understand the question . Misunderstanding the time period, topic, or geographic region of a prompt can kill a thoughtful and well-argued essay. When you’re practicing early in the year, go ahead and re-write the prompt as a question. Later on you can re-phrase it mentally without all the work.

As you think about the question, start thinking about which reasoning skill might apply best for this prompt: causation, comparison, or continuity and change over time. 

Original prompt - Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE. 

Revised - What were the key similarities and differences in the ways that land-based (Asian) and maritime (European) empires built their governments and power between 1450-1750?

Now that you know what you’re writing about, take a few minutes to brainstorm what you know about that topic. You can make a simple graphic organizer to help you see relationships between information (i.e. a Venn diagram, T-chart, timeline, etc.), or just jot down ideas as they come to mind.

Go back over you list and mark which ideas work best as context (generally broader and less related to the prompt) and which ideas work best as evidence (more specific.)

If you have time, brainstorm a sample thesis and/or outline for how you want to structure your ideas. This may seem like an extravagance with limited time, but it can be a great cheat sheet for you if you lose your way in the middle of a body paragraph.

When you have a plan you like, start writing!

Writing the essay

TL;DR - Introduce your essay with contextualization, then link that to your complex thesis. Follow that with a body paragraph that is organized using one of the course reasoning skills, and use evidence to develop your topic sentence. Continue with analysis that elaborates your argument overall. Repeat, as needed, until you fully answer the prompt.

Your  introduction should include your  contextualization and thesis. Start with a statement that establishes your time and place in history, and follow that with a brief description of the historical situation. Connect that broader context to the theme and topic of the prompt. Then, make a claim that answers the prompt, with an overview of your reasoning and any counter-claim you plan to address.

Body paragraphs will vary in length, depending on how many documents or other pieces of evidence you include, but should follow a consistent structure. Start with a  topic sentence that introduces the specific aspect of the prompt that paragraph will address. There aren’t specific points for topic sentences, but they will help you stay focused.

Follow your topic sentence with a piece of  evidence and connect it back to your topic sentence and/or thesis. Continue with 1-2 pieces of evidence and more explanation until you have completed the argument of your topic sentence. Then start a new paragraph with a new topic sentence.

Each body paragraph will follow this general format, and there is no set number of paragraphs for the LEQ (minimum or maximum.) Write as many paragraphs as you need to  fully answer the prompt by developing the argument (and counter-argument if applicable) from your thesis.

If you have time, you may choose to write a  conclusion . It isn’t necessary, so you can drop it if you’re rushed. BUT, the conclusion is the only place where you can earn the thesis point outside the introduction, so it’s not a bad idea. You could re-state your thesis in new wording, or give any final thoughts in terms of analysis about your topic. You might solidify your complexity point in the conclusion if written well.

Since most people write the DBQ first, when you finish the LEQ you’re done with your AP Exam. Congratulations!

Sample Prompts

AP World History: Modern

In the period 1450-1750 CE, empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated.

Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE.

AP US History

Evaluate the extent to which Massachusetts and Virginia differed in the ways that economic development affected their politics between 1607 and 1750.

AP European History

Evaluate the effectiveness of challenges to royal authority in Eastern Europe in the seventeenth and eighteenth centuries.

The LEQ Rubric (Quick Reference)

© 2024 Fiveable Inc. All rights reserved.

Ap® and sat® are trademarks registered by the college board, which is not affiliated with, and does not endorse this website..

How to write a good thesis for the AP World History Compare and Contrast essay?

My teacher grades my exams in a AP fashion, so using the AP tactics I can possibly master his tests. I’ve been struggling on making thesis throughout his class, I was wondering if anyone has a good format on creating an excellent thesis for the AP World History Compare and Contrast essay? My teacher grades super hard on his essays.

Here was an example thesis that I made for his first exam on the compare and contrast essay:

Topic: Compare and contrast Egypt and Mesopotamia.

Mesopotamia and Egypt are both parallel when relating to the objective of their rulers, but are distinguishable in the their religious believes throughout their societies.

My teacher commented: "The thesis is vague, it needs to be more specific.

I received a 8/15 on my thesis.

Here is his rubric for the thesis:

Thesis (out of 15 points) Must get first 5 points to get other points:

• Valid, underlined the thesis in the essay, in the introduction paragraph. (I received a 5/5)
• Includes major points (at least one similarity and one difference) (I received a 3/5)
• Major points are adequately explained (I received a 0/5)

I’m emphasizing the thesis a lot because the thesis is surprisingly HALF of the full essay grade. The full essay grade is out of 30 points for a full 100, but the thesis is worth 15 of those points.

I understand no one knows anything about my teacher; however, all I need is for a good format to create a thesis for the AP World History Compare and Contrast essay. Also, please do give feedback over my terrible thesis…

I was in AP World last year and got a 5, but the test might be changing this year, so I’m not sure how much I can help you. However, a thesis is still a thesis, and while yours shows a good mastery of language and style, it is vague. Also, remember that your thesis can be more than one sentence, but you should go with what style fits best for you.

You don’t want to give too many details in the thesis (save your evidence for the body paragraphs), but you need to provide some more elaboration on exactly what their objectives were and what aspects of their religions made them different. It’s hard to explain, but you need to be specific enough so that the reader knows exactly what the focus of your essay will be, but general enough so that major details are left for your supporting paragraphs. Format is not really your issue here, because your structure is fine. Your problem is making the thesis too general so that the reader won’t know what your essay will exactly be about. Consider the following examples that I’ll make up:

“Imperial Spain and Britain had similarities in their economic goals, but there were differences in how their colonies developed.”

“Imperial Spain and Britain were similar in that they had goals to extract wealth from colonized lands in the New World. However, Spain’s colonies developed from a system of subjugation of the native population and massive exploitation of resources while Britain’s grew by creating colonial communities composed of opportunistic English immigrants.”

“Similarities existed in how both Imperial Spain and Britain sought gold and other rare resources in the New World to gain wealth for their respective monarchs; doing so allowed both of them to become prominent European powers with influence over the rest of the world. Britain, however, developed societies of mostly English immigrants who sought a better life in the colonies, such as the Puritans who were looking for religious freedom. On the other hand, Spain had relatively limited immigration and instead focused on creating labor systems called encomiendas that allowed the Spanish monarch to achieve unprecedented wealth and over-abundance of silver.”

Examine the first thesis’s claims - “similar economic goals” & “differences in how they developed”. That is very vague because it doesn’t specify or analyze their economic goals. “Economic goals” could mean a lot of different things, and your reader isn’t going to infer it from your thesis. The same thing applies to “how their colonies developed”. You have to give more specific detail on exactly how they developed.

The second thesis is your ideal one. It clearly specifies the types of motives that both Spain and Britain had - they wanted to extract wealth from the areas they colonized. Then, it focuses on exactly how their development differed - Spain’s was based on subjugation and exploitation of resources while Britain’s was based on distinct English communities. It saves all key details for the body paragraphs, like encomiendas, Spanish silver, Puritans, Jamestown, etc, but includes what major points the rest of your essay will discuss.

The third thesis is obviously too much. There are way too many details that should be put in the body paragraphs, and it isn’t effective at being concise and to the point.

What you’re doing is only listing the categories or aspects that they had similarities and differences in; you need to concisely specify what those aspects include for the things you’re comparing. Again, you can go with whatever format that works for you, but remember to explain the major points of your essay without making it too general or using important details for the body paragraphs. Revise your current thesis and post it as a reply to me.

Thank you!! This really helped with great examples and explanations.

Maurya and Gupta India and Achaemenid Persia were similar in that they had parallel interactions since they dominated other lands near their own civilization’s borders and consisted of major economic hubs; however, the civilizations differed in religious believes effecting how they construct their society , and the methods their countries utilized to organize for political harmony.

Would that be a good thesis? ^^^ It’s a thesis for a take home essay I have.

Significant improvement, I would just add 2-4 details to be more specific. For example, where you say “dominated other lands”, specify what respective region. Additionally, where you say “religious beliefs …contruct society”, say something like “lead to a development of a social hierarchy where x would be at the top and y at the bottom”, or whatever seems appropriate. In your thesis, you want to try to satisfy the reader so they know what to expect in the rest of your essay.

• AP Calculus
• AP Chemistry
• AP U.S. History
• AP World History
• Free AP Practice Questions
• AP Exam Prep

AP World History: Modern Sample Long Essay Question

In the period 1850 to 2001, new technologies emerged that had significant social, political, and economic effects. Develop an argument that evaluates the extent to which changes in the spread of ideas/information before and after World War I impacted societies.

Step 1: Analyze the Prompt

As you choose which question you will answer, begin thinking about what your thesis will entail and how your essay will demonstrate a complex understanding. The notes of a sample high- scoring writer are below. Note that the writer plans to develop a complex argument by addressing not only changes, as required by the prompt, but also continuities in societies before and after World War I.

Thesis : changes: faster spread of ideas made news, politics, and war more immersive and fast-paced; continuity: cross-cultural interactions transform all cultures (complex understanding, historical skill)

Step 2: Plan Your Response

• Context : Gutenberg → 2nd industrial revolution (steamship, train, telegraph) → digital revolution (radio, TV, Internet)
• Thesis : changes: faster spread of ideas made news, politics, and war more immersive and fast-paced; continuity: cross-cultural interactions transform all cultures ( complex understanding, historical skill )
• Evidence : War of 1812 versus WWII, Vietnam, Gulf War
• Evidence : American Revolution versus Cold War
• Evidence : language: Arab traders & Swahili, and modern business & English
• ¶ conclusion: impacts of tech on society have become more pervasive, though tendency towards cross-cultural influence has persisted

Step 3: Action! Write Your Response & Step 4: Proofread

Sample high-scoring response.

A key change between these eras of communication is how the speed of ideas’ dissemination impacts their force of impact and makes news more pervasive in civilians’ lives. In the distant past, the slow rate of communication caused reactions that were often months, or even years, after the initial communication. For instance, the final battle of the War of 1812 was fought after the signing of the war’s peace treaty because news had not yet traveled by ship across the Atlantic Ocean. In contrast, the peace treaties of WWII were celebrated in cities around the world mere minutes after news of their signing was shared by telegram and radio signals. The quick spread of images and video from the Vietnam conflict helped intensify Americans’ resistance to the war. In recent decades, 24-hour live coverage of conflicts, as in CNN’s being the first to provide constant coverage of a war during the Gulf War, allowed policy- makers and civilians to respond instantly to developments. As news became quicker, so its impact became more significant and more immediate.

Another change is that the quick and pervasive spread of ideas has made political conflicts more ideological and propaganda-based, further drawing societies into global disputes. Political rebellions of the eighteenth century, such as the American and French Revolutions, were based on Enlightenment ideals such as equality and representative government; they made use of propaganda in the form of printed political cartoons, tracts, and engravings to spread their ideals among the populace. However, the news communication made possible by radio and television after World War II helped propel the ideological conflict between the communist Soviet Union and the democratic United States into a worldwide phenomenon that intensely impacted both nations’ citizens. Technology was able to so effectively spread this war of ideas that the two major superpowers never engaged in direct battle themselves; still, citizens were drawn into a culture of propaganda that demonized the other side, made bomb shelters and bomb drills a part of daily life due to fear of nuclear warfare, and saw governments pour millions of dollars into the space race. Technology thus made it possible for conflicts to become all-immersive, even if they were based on ideas rather than physical confrontations.

Despite changes in communication, constants about its impacts remain. Cross- cultural communications still transform societies as they borrow and adapt ideas from others. For instance, from the eighth century onward, Arab traders who traveled throughout West Africa and along the eastern and northern coasts not only enriched communities economically but also spread Islam. Further, the necessity for communication among traders led to the rise of Swahili, a language that combined Arabic and African words and is still the lingua franca in much of East Africa today. Similarly, in modern times, as Britain and then the United States dominated world trade, English became a kind of worldwide lingua franca of modern business. Just as Arab traders spread their religion, American culture also diffused to other societies: almost every nation in modern times, for instance, built American-style fast food restaurants. Mirroring the trends related to the spread of news and politics, cultural diffusions in recent decades occurred at a faster rate and to a more pervasive extent than in the past. Whereas primarily traders would have adopted Swahili as it developed over generations, today English is taught in grade schools throughout the world.

Cultures that interact always influence each other. In the past century, how- ideas travel at a faster pace. As they have in ever, technology has made the impact of this spread of ideas more pervasive and significant as news and political the past, societies will continue to transform as they encounter ideas from other cultures, but with this increased intensity of communication, the impacts of ideas will continue to escalate.

You might also like

Call 1-800-KAP-TEST or email [email protected]

Prep for an Exam

MCAT Test Prep

LSAT Test Prep

GRE Test Prep

GMAT Test Prep

SAT Test Prep

ACT Test Prep

DAT Test Prep

NCLEX Test Prep

USMLE Test Prep

Courses by Location

NCLEX Locations

GRE Locations

SAT Locations

LSAT Locations

MCAT Locations

GMAT Locations

Useful Links

Kaplan Test Prep Contact Us Partner Solutions Work for Kaplan Terms and Conditions Privacy Policy CA Privacy Policy Trademark Directory