1. AP European History
Important Stuff

2. Logistics
Study as much as you can when you get home (Review Readings/ Review books, Tom Richey videos are all good ideas)
Get a good night’s sleep (8 hours)
Don’t stay up late texting or talking to your significant other
In 2 years they probably won’t be so “significant.” Are you willing to fail an exam and potentially lose 6 college credits (two classes) for them?
Eat a good breakfast high in protein and healthy fats, and then study some more
If you take vitamins/supplements, don’t skip today
It’s an afternoon test, so make sure you eat lunch ahead of time.
If you aren’t taking the Economics exam, try to get a study group together for the morning/lunch time.
Your exam is in the ROTC room. Be there by 11:30 AM so that you start on time.
Bring a snack for your 10 minute break
Leave your phone at home

3. Feel Confident In the past 35 weeks you have:
Read and taken notes on 19 chapters (in many cases, filled out graphic organizers)
Written 30 (or more) essays involving historical thinking skills
Taken practice tests much more difficult than the test tomorrow 
Answered 1080 (or more) multiple choice questions on quizzes and tests
Watched countless videos and PowerPoints 
Completed Test Corrections for as many as 200 test questions and explained why the correct answers were correct
If you’ve read the review readings, you’ve read the entire contents of a review book
Done something most of your peers lack the courage and discipline to even attempt

4. Section I: Multiple Choice
Dealing With Distractors
1 Multiple Choice = 4 True/False
Right info, wrong place/time…don’t let it throw you
Time Management
1 minute per question
Answer the ones you aren’t sure about, but mark them so that you come back to them.
If there are two minutes left, and you have more than 10 questions to go, pick a letter and bubble the rest in up to 55. At least 2 or 3 will be right. Fix what you can with the time remaining.

5. Section I: SAQs Answer the question! 1-3 sentences per letter minimum
ACE the SAQ
1-3 sentences per letter minimum
Suggestion: Label your answers A, B, C
If you finish early, add more information
After you write all that you think is right, Spaghetti method: Throw it on the wall and see if it sticks.

6. Section II: DBQ
ANSWER THE QUESTION!
If there are dates in the prompt, include them in your thesis
Provide a specific roadmap for your answer (3 part thesis)
Context: Set the stage, tie it to larger events
Documents
USE EVERY DOCUMENT!
Use Transitions to illustrate the relationship between pieces of evidence
Provide Evidence off of the top of your head as often as you can.
ACAP/POV for every document possible (minimum 4)
How does the author’s identity, context, audience, or purpose influence the meaning of the document?
Don’t Forget Synthesis
Connect it to another place, time, theme, or discipline

9. Section II: LEQ
ANSWER THE QUESTION!
If there are dates in the prompt, include them in your thesis
Provide a roadmap including specific similarities, differences, causes, effects, continuities, changes, descriptions of what it was like before and after a turning point…whatever they are asking for, you should provide an answer.
Write great topic sentences for each paragraph based on your thesis statement.
Explain WHY
Provide as much evidence as you can, but also explain HOW your evidence proves your thesis statement.
Don’t Forget Synthesis
Connect it to another place, time, theme, or discipline

10. Generic Thesis Statement formats
For Comparison:
During the time period between (X) and (Y), (thing you are comparing 1) and (thing you are comparing 2) were very similar in that they both (1,2,3), but were different in (4,5,6) OR
From [beginning date] to [end date], [thing you are comparing 1] and [thing you are comparing 2] were very similar in that they both (similarity A) and (similarity B). However, where as [thing 1] (difference 1), [thing 2] (difference 1). Also, (difference 2).

11. Generic Thesis Statement formats
For Periodization:
Positive: (Event) in (time designation if applicable) was a significant turning point in (the type of history or theme you are writing about). Prior to (event), (describe what it was like). However, after (the event) (Describe the changes and what it was like afterward). This is important because (Explain the significance). OR
Negative: (Event) in (time designation if applicable) was not as significant a turning point as one might argue in (the type of history or theme you are writing about). True, prior to (event), (describe what it was like) and after (the event) (Describe the changes). However, more important is the fact that (describe the things that did not change), because (explain why it isn’t significant).

12. Generic Thesis Statement formats
For Continuities and Changes over Time:
During the time period between (X) and (Y) in (wherever), (1,2,3) remained constant while there were significant changes in (4,5,6). OR
At the beginning of the time period between (X) and (Y) in (location) (The thing your essay is about) (describe what it was like); by (end date/end of the period), (describe the changes). However, (identify the things that were constant) continued throughout.

13. Generic Thesis Statement formats
For Continuities and Changes over Time:
During the time period between (X) and (Y) in (wherever), (1,2,3) remained constant while there were significant changes in (4,5,6). OR
At the beginning of the time period between (X) and (Y) in (location) (The thing your essay is about) (describe what it was like); by (end date/end of the period), (describe the changes). However, (identify the things that were constant) continued throughout.

14. Generic Thesis Statement formats
For Causation:
There really isn’t a generic format for causation, because the prompt could ask for causes, effects, or both causes and effects. Depending on the prompt, the thesis could look very different, However, every thesis statement should include the following:
Goal: a 3-4 part answer
If they want effects, give them specific effects; If it’s causes, give them specific causes; if theywant both, give them specific examples of both
If there is a time designation, include it in your thesis

17. Periodization: Chunking History
Period 1: 1450 to 1648 (Renaissance, Columbus, Reformation, Religious Wars, ending with the Treaty of Westphalia)
Period 3: 1815 to 1914 (Rise of Nationalism New Industrialism, New Imperialism and Expansion, Age of Revolutions, ending just before WWI begins)
Period 2: 1648 to 1815 (Scientific Revolution, early Industrialism, Trade Wars and Colonial Empires, The Enlightenment, French Revolution, and Age of Napoleon, ending with the Congress of Vienna)
Period 4: 1914 to the present (WWI, rise of totalitarian dictatorships, Soviet Union, WWII, The Cold War, Decolonization, End of the Cold War, modern day Europe)

18. Section II: If you finish early
Go back to your DBQ and put an asterisk (*) above your conclusion
Turn to the next available page and circle the “1” in the box at the top
After you put down your asterisk (*), attempt to address ACAP/POV for every document from every angle possible, even if you’ve already addressed POV for that document
Author: Who is the Author? What is their occupation, nationality, religion, social class, etc? How does their identity affect the ideas being expressed?
Context: What is the setting? Is this a primary or secondary source? Does the setting affect the meaning? What factors at the time of the writing that may have influenced the author?
Audience: Who was this written for? How did the author mold their work to fit the audience? How does this influence the ideas being expressed?
Purpose: Why did the author create this? Were they trying to simply educate, or influence the audience in some way? What was the agenda?
Provide More Context
If you have any relevant outside information. Throw it down. You’re just trying to get every point you can.

19. Section II: If you finish early (Continued)
After you’ve gotten everything you could out of your DBQ, go back to your LEQ
Turn to the next available page and circle the “2” or “3” in the box at the top
After you put down your asterisk (*),
See if you can add more evidence/examples (Spaghetti Method)
See if you can be more explicit in HOW your evidence proves your thesis
Provide more Analysis (the WHY point)
More Synthesis from many different angles.
Keep writing until time is called. DON’T BE A WIMP!

20. Now let’s have some fun! With your device, go to: quizlet.com/live