1. HOW TO WRITE THE AP EUROPEAN HISTORY FRQ
ROBERT WADE
BRYAN ADAMS HIGH SCHOOL
Robert Wade
1201 Wagon Wheel Rd.
Garland, TX 75040

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

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

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

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

6. THE EXPLANATORY STATEMENT
It really tells the reader how or why the student has chosen the position that they have taken on the question
It focuses on the “main” portion of the “Although Statement,” does not have to use the whole sentence
It will help student set up their paper by giving the reader just a little “insight” as to why they have taken the position that they have
It does not give away everything that they will be writing about in their paper!

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

8. 2002 SCORING GUIDELINES Question 2
Stronger Essays
These essays will demonstrate the following qualities with varying degrees of effectiveness:
• Has a clear, well-developed thesis.
• Is well-organized.
• Addresses the terms of the question.
• Supports thesis with specific evidence.
• May contain minor errors: even a “9” may not be flawless.

9. INDICATORS OF A STRONGER ESSAY
1. Provides a developed, balanced treatment of two of the three figures.
2. Analyzes similarities as well as differences (may have more emphasis on the latter)
3. Analyzes goals/motivations (why?) behind religious policies.
4. Analyzes methods/means (how?) achieve religious policies.
5. Conveys a correct sense of chronology.

10. 5-4 MIXED ESSAYS
• Contains a thesis, perhaps superficial or simplistic.
• Uneven response to the question’s terms: task, content, chronology, etc.
• May contain errors, factual and/or interpretive.

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

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

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

14. KEYS TO THIS THESIS STATEMENT
Student’s relevant thesis must:
Address similarities AND differences in TWO of the monarchs
2. Address the actual “Religious Policies” of the monarchs
3. Be accurate for the time period although some “extra” information will not hurt

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

16. SAMPLE ALTHOUGH STATEMENT
Although there were similarities in their policies such as using religion for political purposes, the contrasts in their policies were much greater. Sentence explains that although there were similarities, the differences between the two were much greater.

17. SAMPLE EXPLANATORY SENTENCE
A perfect example of this would be the degree of religious toleration practiced by Elizabeth as opposed to the persecution of Isabella I. Sentence explains that the student will discuss religious differences of the two monarchs.

18. SAMPLE FIRST PARAGRAPH
Both Elizabeth I of England and Isabella I used religious policies to further their political goals. In Spain Isabella I, after her marriage to Ferdinand, helped institute the Reconquista to enforce religious conformity. This was later followed by expelling the Jews and Muslims who she felt might threaten their rule. Similar to Isabella, Elizabeth also used religion to further her political goals. She often “hinted” at marriage to protestant princes in order to secure alliances. Even though they both used religion the policies of Elizabeth actually made England stronger, while the policies of Isabella weakened Spain in the long run.

19. SAMPLE SECOND PARAGRAPH
Isabella showed little toleration of other religions in Spain. The Reconquista was instituted to rid Spain of the Jews and Muslims. She later added to this by forcing all Conversos and Moriscos to flee Spain. When this failed to establish religious conformity Isabella allowed Tourquemada to institute the Inquisition to rid Spain of heretics and be sure that Protestantism did not take root in Spain. This forced conformity proved detrimental to Spain as these groups had made up most of the middle class in Spain and, in part, helped lead to the economic collapse of Spain during the seventeenth century.

20. SAMPLE THIRD PARAGRAPH
Unlike Isabella Elizabeth was mostly tolerant of other religions. Her passage of the Act of Toleration allowed non-Anglicans the right to worship as they pleased in private, making them loyal to her. She also filled many key government and military positions with non-Anglicans as well thus strengthening England commercially and militarily as well as earning her the title of “politique.” The religious toleration of Elizabeth, in contrast to that of Isabella, allowed England to become a world power while Spain was declining, in part because of religious intolerance.