How to answer an FRQ? ( also known as the evil questions that account for half of my exam grade)

WHAT DO APHG EXAM QUESTIONS LOOK LIKE? The APHG Exam is composed of 75 multiple choice questions and 3 free response questions (FRQ). The focus here will be on the FRQ’s. FRQ’s are generally designed to test your geographic knowledge through critical thinking. Each of the three questions will test your knowledge in different ways. FIRST- Identify what the prompt is asking you to do?

Types of FRQ’s There are 3 types of FRQ’s: Definition Connection Synthesis You will see 1 of each type of FRQ on your exam

Definition with specific explanations and examples. A) Students are asked a question in which they will be asked to define terminology, concepts, etc. However, a definition alone will not allow the student to score well. In the best answers, the student must USE the definition by tying it to real-world examples and giving depth and detailed explanations of how those definitions apply. This type of question generally has the higher mean on the APHG exam, Why? One could assume that students have been traditionally taught (in their pre-high school years) using methods involving definitions and fact-based information. Therefore, the students are generally more comfortable with a question asking for definitions. EXAMPLE: State, Nation, Nation State with examples of each. DEFINE: Make sure to define any terms of concepts you are asked to

Connection to case study, scenario, actual situation, etc. B) This type of question asks students to connect human geographic knowledge to the question prompt. A connections-type question is a bit more difficult for most students. Means for these types of questions are somewhat lower than the definitional question. Students should use their geographic knowledge and make intricate connections to the situations posed in the question. Teachers should encourage students to fully explain their answers. Poor answers on this question tend to come from students who give some correct information, but do not make the necessary connections using examples. EXAMPLE: Religious beliefs and sacred space; burial procedures; architecture and place names. DISCUSS: Explain the underlying concepts related to the question Provide specific examples to support your underlying concepts Use your best example first -Explain Explain only what the prompt asks

Synthetic, critical thinking question C) This type of question requires the student to analyze data, models, maps, concepts, etc. which are presented and synthesize an answer using their geographic knowledge and skills. For example, the synthetic question involves taking difficult concepts, explaining these concepts and then pulling in information which is not necessarily in the question, and developing it. Good answers here are those where the student strings together information they have learned from 3, 4, 5 or even more chapters from their textbook. For example, two years ago students were asked to write about the usefulness of a particular geographic model. The word usefulness implies that the student could (and should) evaluate that model using real world examples. Using cogent arguments, the student can validate the model, call the model’s assumptions into question or refute the model as outdated, impractical or wrong. The synthetic question really gives the student a chance to shine and draw from the multiple experiences of an APHG class. Knowledge from the text, field trips, computer mapping exercises, supplemental readings, research projects and personal experiences should be used to answer a synthetic question. As one would expect, the synthetic question has the lowest mean of the three. Students must be taught how to think and write about this type of question. Example: The Core – Periphery [Wallenstein’s Theory]

Review Definition FRQ Requires specific explanations and examples Q’s are tied to real world examples Must have depth and include detailed explanation of how it can be applied geographically Question is fairly straightforward: define the word, give an example and then explain in detail

2001 FRQ – Green Revolution (i) Define the term “Green Revolution” as used during the period 1945 to 1985. (ii) Explain the principal agricultural practices/technologies associated with the green revolution (iii) Name TWO regions, in different parts of the world, where the green revolution has had significant impact on crop yields. (b) Identify and discuss TWO social, political, or cultural conditions necessary for the success of the agricultural practices/technologies of the green revolution. (c) Identify and discuss TWO significant economic or ecological factors that may limit the long-term success of the agricultural practices/technologies of the green revolution

Connection FRQ Tie to a scenario, case studies or actual definition Can be more difficult than definition questions Geographic knowledge should be connected in specific ways to the situation posed on the question You should fully explain every part of the answer in this type of question

Connection FRQ Group Activity Write down why it is a Connection question. What are the main terms and concepts in the question? What will be connected?

2001 FRQ - Suburbanization The development of suburbs in North American metropolitan areas has greatly accelerated since the 1950’s and 1960’s. Discuss how THREE of the following have contributed to this acceleration: a. Transportation b. Housing production c. Landscape preferences d. Social and demographic trends

Synthesis FRQ Are process oriented and require critical thinking You must analyze the question and construct a response using geographic knowledge and skills You will be expected to explain complex concepts using information not provided in the question Content in your response should be drawn from many sources and real world examples Should be a coherent well written essay, refer to sources to support your position, avoid mere paraphrase or summary

Synthesis FRQ Group Activity Write down why it is a Synthesis question. What are the main terms and concepts in the question? What concepts and content will be part of the synthesis? What organization categories could be used to craft a response to the question?

2001 FRQ – Rostow Model According to the Rostow model, countries move through the following five stages of economic development: Stage 1: Traditional Stage 2: Preconditions for takeoff Stage 3: Takeoff Stage 4: Drive to maturity Stage 5: High mass consumption Explain the usefulness of the model in understanding contemporary social and economic changes with reference to any THREE of the following: a) A country’s role in the world economy b) Colonial transportation networks c) Cultural differences d) Local social and class structures Be sure to support your answers with examples from any of the following regions: Latin America Sub-Saharan Africa South Asia

Remember Identify/Predict Be specific as possible Choose either/or Pick only one Examples Pay attention to how many examples are requested in the prompt Key features or factors Discuss two or three ideas in detail List Make a list with no elaboration – it is not necessary

You can do it! Develop an outline of your main points before writing your response Answer the “easiest” question first (it does not matter what question you answer first) Write NEATLY Use geographic language/vocabulary whenever possible Do not rewrite the question in the response NEVER leave the question blank. Remember that you don’t lose points for extra details or incorrect information.

HOW SHOULD YOU ATTACK THE FRQs? You will have 75 minutes to answer the 3 FRQ’s. Take 1-2 minutes to scan all of the questions and make notes on the margins of the test form (if you have time). This will help you begin to process the content of the questions and organize your thoughts. Assign time limits on each of the 3 FRQ’s. A good suggestion is to answer the question that you perceive as the easiest (the one with which you feel the most comfortable) question first. Then allot 10-15 minutes to that question. Go to the next easiest question and allot 15 minutes for it. This process will leave a minimum of 30 minutes for the most difficult question. This leaves the student with around 15 minutes for “changeover” between questions, reviewing answers, editing responses or adding information.

WHAT YOU SHOULD NOT DO ON THE APHG EXAM You should not write introductory paragraphs, restate the question or develop a thesis. These techniques are not only useless on the APHG Exam, but take up valuable time from making good geographic arguments. You are only being asked to answer the question using cogent constructs. Therefore, you must write in a process-oriented style, which speaks to the main ideas of the question. Most students who have trouble on the APHG exam simply do not answer the question which has been posed or spends a great deal of time writing preparatory sentences. In short, you should get to the point of the question and supply appropriate content with proper examples as possible. Remember, writing style is simply not an issue.

WHAT DO READERS LOOK FOR? Readers look for students to engage in process-oriented answers on the three questions. Readers look for students who are trying to think geographically. Additional pointers to students: It is easier to read an answer which is labeled with A, B, C, etc. as was the question. Readers like papers free of introductory paragraphs and restated questions. Readers will try to give credit where possible. If you forget something, put it at the bottom of your answer and write, “this goes with part B.” Write only about information which will answer the question. Make your comments and stop. There is no need for a closing paragraph.

You can! Sleep well Eat well Prepare supplies Be at TCC on time!

http://glencoe. mcgraw-hill http://glencoe.mcgraw-hill.com/sites/0002222010/student_view0/chapter1/multiple_choice_quiz.html http://www.course-notes.org/Human_Geography/Outlines/Human_Geography_Culture_Society_and_Space_8th_Edition_Textbook