hi and welcome to ap live review session seven it's the home stretch units eight and nine you've gone through a lot a lot of information between dr webb's videos and my own but just trust your study process keep putting in the work and you'll be fine for the exam in may my name is dan chung i'm the ap us history teacher at heights town high school in new jersey so what's on the agenda for today for tonight's session it's going to be a lot of information in a short period of time time periods 8 and 9. we're also going to take a look at certain portions of the dbq so as always always want to remind ourselves what we're getting ourselves into uh the format of the exam this year is going to be back to normal they're going to be two sections uh 55 minutes for 55 questions for the multiple choice section you'll have the short answer uh following that small break or short break and then in section 2 you'll have a block of 100 minutes to respond to a dbq and an leq so topics may include in both of these sections the cold war and the red scare america as the world the vietnam war great society african-american civil rights movement youth culture of the 1960s and reagan and conservatism the end of the cold war shifts in the economy migration and immigration and challenges of the 21st century i mean this is a lot of information here and like the other videos prior to this we are not going over everything the design of this is to really try to focus in on the skills if you have any questions about any of the content certainly you can use your own notes uh resources from your class and we certainly encourage you to use ap classroom in the ap daily videos so let's start reviewing one easy way to digest a lot of information in a short period of time is to go ahead and profile the time periods and so i do this in my class all the time where i have my students take a particular time period it could be a decade and you really break things down into politics economics social issues and foreign relations the point of doing this isn't to be a master of all of the content it's to really give yourself an understanding of some of the tone major tones themes patterns of the time period and i really kind of describe it to my students as like by doing this do you feel like you could have a decent conversation on whatever time period you're profiling and so in my classes if i'm asking them to profile something i'll usually provide them with a graphic organizer that looks similar to this for each of the topics you'll be expected to describe uh in two to five sentences what's going on with politics or social issues of that time period and then once you have that description what are some pieces of specific historical evidence that you could use to support that description you'll describe it and then draw a connection between the evidence you cited and the description you provided so let's go ahead and practice some of this so let's break down the cold war into really kind of like let's say decades for the purposes of this video we'll break it up into really kind of three pieces the 50s the 60s and 70s and the 80s you'll notice if you look at this organizer that we're skipping social issues we're going to do that at the end so i can show you how this can help draw connections across time or figuring out patterns any changes or continuities across time so when you look at the 1950s and sorry it's worth noting that this is all like student work like it's a mix and much of a lot of uh student work from either this year or previous years so as i'm going through this i don't want you to think that it's something that you can't do it's clearly done by students like you under the time constraints like you may be expected to do in your own classes so politics of the 1950s the us government was focused on national security and encouraged americans to unite in an effort to defeat communism at home and abroad through cold war conflicts and cold war policies it's great i think it's just really does a decent job of summing things up how does the student support this they're going to cite mccarthyism and the second red scare again really good uh economy uh what did the economy look like in the 1950s experience post uh world war ii economic prosperity as americans sought to return to a life without war many invested in the american dream and along with new technologies created a culture of consumerism so what's going to go ahead and support this description you could talk about levittowns and suburbs you could talk about television giving advertisers and really a lot of these products um giving um giving them access to a wide range of individuals and people um ads are going to go ahead and generate consumerism uh and again television lends itself to that in addition to radio uh foreign relations so how is the us interacting with the world during the 1950s in the 1950s the united states is committed to cold war policy of containment by backing countries financially and or militarily in an attempt to prevent them from falling to communist influences again i think that's really good some examples to support that are going to be the berlin airlift and the korean war now it is worth noting i mean again if you do this for a number of the time periods and you continue to examine each of these periods uh from a foreign relations standpoint you may pick up on the fact that following world war ii it's going to be a little different for the u.s versus prior wars usually they kind of curl back up into this isolationist ball but in the 1950s and moving forward we're going to start to see more of an active international presence so what did the 1960s and 70s look like politically it's going to be a time period where the government will seek to improve the social welfare of americans despite these attempts to reform american society the relationship between many americans and the government will be fractured by the mishandling of cold war issues so some examples that were provided new frontier under jfk uh johnson and his great society his war on poverty vietnam war and kent state shooting are probably going to reflect uh the frac the mistrust between american citizens and the government the economy what did that look like so throughout this time period america will continue to ride the economic prosperity during the post-war boom of the 1950s the government will try to address poverty and the wealth gap and the country will face looming dangers of inflation and a recession in the 1970s so really sounds like things are kind of going up and down so some examples federal spending through the war on poverty and again johnson's great society economic opportunity act and then we'll have things like medicare and medicaid so foreign relations what does that look like in the 60s and 70s so in the 60s and 70s the us is going to continue its efforts to contain communism it's engaged in various proxy wars to prevent a domino effect from occurring the domino effect being that if one country falls to communism adjacent countries may also fall as well so we'll see this um so what's going to go ahead and actually support this description cuban missile crisis uh definitely and vietnam war is definitely going to um support the idea of containment and then preventing a domino effect from happening in southeast asia so let's move on to the 1980s politics the 1980s saw the rapid rise of new conservatism created to decrease the influence of the federal government and undo big government spending of the 1960s and 70s so we can kind of wrap things up a little and again sort of trace things over time so it seems like the 50s is a pretty conservative era it's going to be followed by a more liberal push in the 60s and 70s so it's kind of the 60s and 70s a response to the 50s and then things may get out of control in the 60s and 70s and it seems as though people in the 80s are really trying to react to to what they're seeing in the six or sorry people in the 80s are starting to react to the things of the 60s and 70s and so again you only see this if you continue to examine it from a political lens over over the cross of this you know cold war period and so uh some evidence to support this would be the new right under reagan what does the economy look like republican presidents reagan and bush sought to decrease the influence of the federal government again desiring lower taxes and trying to balance the national budget reaganomics would be an example of this the strategic defense initiative or star wars would also probably fit or support this description foreign relations so the united states is engaged in vietnam it's going to come to an end by the time we get to the 80s and so what's the us doing with other countries during this time uh it's going to continue its cold war commitments despite the fall of the soviet union america will find its interests threatened in other parts of the world such as the middle east uh and we'll see this with uh the fall of berlin um the berlin wall so that will be symbolic and kind of mark the ending of the cold war uh and then we'll see the iran contra affairs so again we we ignored social issues so that i could pull it up on this slide um this is something that you can go ahead and do on your own as you collect these profiles is just piecemealing them together so how have social issues changed across time well let's see what it looked like in the 1950s though the cookie cutter culture of the 1950s encouraged americans to meet the traditional expectations of older generations uh however a rebellious movement slowly grows as the decade progresses and will begin to challenge social norms regarding gender and race and so some examples to support this will go at will be sit-ins boycotts the montgomery bus boycott being a specific example we'll see brown versus board of ed officially overturn plessy versus ferguson and then we'll see things like the lavender scare addressing the lgbtq plus community so in the 60s social issues we'll see a rise of the counterculture movement that will push for gender racial and sexual equality these movements will seek to establish establish laws and set judicial precedence to help secure the rights of all americans so what are some examples or what's some historical evidence to support that well the civil rights act of 64. the voting rights act of 65 roe v wade in 73 which will empower women with their reproductive rights we'll also see the stonewall in incident in the 60s and 70s as well so what about the 1980s again if you're kind of tracing all of this you can hopefully kind of see some patterns of either continuity or change and so we're going to see a reaction socially to the things that are happening in the 60s and 70s the 80s we're going to see a wave of conservatism that's going to look to reverse and undo liberal changes of the previous two decades one example is going to be a push a political push by the moral majority and it is worth noting if you look at all of this you know it seems as though this cold war period from a social issues standpoint there is definitely this struggle for equality and it's important to realize that these fights for civil rights go well beyond the traditional groups that we talk about african americans women um it's important to realize that you are going to see uh the rights of of many different groups being violated and they're going to use these traditional civil rights movements to inspire their own uh movement as well we'll see this with the lgbtq plus community latinos american indians and asian americans they'll go ahead and again throughout this uh 40 to 50 year span look to combat discrimination and seek equality for their own demographics so moving forward uh challenges of the 21st century uh following 9 11 we're going to have to deal with this issue of terrorism within our own borders it's going to generate questions about trying to or really like the role of government and the government's going to be expected to really try to balance uh national security versus individual rights we'll see um the united states attempting to secure democracy abroad so the united states will continue uh having an international presence we'll see uh the country battle the benefits and dangers of multiculturalism uh from immigration and then we'll also see a technology technology revolution um and when you think of technology um in the 21st century it really does have a lot of hints of the gilded age and or progressive era um you know a lot of the things that we have in front of us today social media you know advances in smartphones there's obviously a lot of immediate benefits and it's easy to kind of just sort of embrace those and i think to some you know and you can be the judge like are we in a gilded age are we ignoring a lot of the dangers of these things or are we entering our own progressive era where we're starting to reckon with a lot of the long-term damages that we've been kind of pushing aside since uh the 2000s all right so i know that was a lot of information uh you know consider that really a cliff notes cliff notes version of a lot of the material from this time period uh definitely uh i would strongly advise that you go back through your notes for more uh for more thorough examination of the content any themes and patterns that weren't discussed again the ap daily videos will go ahead and address a lot of those as well so dbq keep in mind all right a lot of the things that we're going over may seem uh overly simplistic they may seem like common sense but just realize that i'm talking to you not from a perspective where you are a student who's had an unlimited amount of time to assess these documents uh and write a response you are under a time constraint of about 60 minutes also keep in mind that you've also just spent uh the first portion of your test uh taking the multiple choice section and drafting responses to a short answer question so by this point you may be feeling a little burnt out so the strategies really will reflect sort of that attitude as i mentioned you'll have 60 minutes for this section uh you'll have it'll be 25 of your exam score and they'll you'll be eligible for a total of seven points uh for this part of the ap exam the date range is going to be from 1754 to 1980 so it's quite a bit of history that that you know you'll have to try to familiarize familiarize yourself with you'll get a prompt very similar to the leq but the only difference is that you'll be provided seven uh documents and you'll be you know expected to use at the very least six in order to you know uh earn as the max amount of points that you possibly can now like the leq this isn't your typical academic paper you're not expected to have a certain number of paragraphs you're being evaluated on your argument and in this case how you use the provided documents to support that argument claim so what are some strategies when you get your question determine what the question is asking you i think it's really important to realize this i would say a lot of the times my students slip up in my class when they're presented with the dbq or leq prompt they often just think the question is asking them something that it isn't and then they provide a decent response but unfortunately just doesn't answer the question so make sure you know what it's asking of you is it a causation comparison change or continuity question you want to make sure before you really do anything especially the thesis statement you want to review and group the documents again this isn't you know universal if you have a certain way to do this you're more than welcome to employ that on the test but what i often suggest to my students is to try to generate based on how the documents group try to generate either a two-part or a three-part thesis then uh the last thing and i've mentioned this in previous videos for the leq you want to just make sure that you're using the strong you're making the strongest and easiest argument you you only have roughly about 60 minutes again you've already gone through half the test you know i don't want you to spend a lot of time deliberating whether or not this is something you personally agree with let the documents kind of guide the direction of your argument and then just draft your argument and support it with the documents get in get out so like the leq i definitely advise that you you outline and try to create a skeleton or a checklist so that you avoid rambling on the test uh and then the last thing is be explicit nothing is too simple to be stated um if i'm reading my student responses uh in my class this year i know them well enough now to kind of have an idea of where they would where they're taking their paper if it's not explicitly said i can have a discussion with them if need be but you will not have access to your ap reader following the exam and so if it's not there it basically doesn't exist so let's take a look at our sample prompt explain the cause causes of the rise of women's rights movement in the period 1940 to 1975. so like always we're going to go ahead and break down the prompt excuse me we're going to see i'll notice explain which means we're going to provide information about how or why about something i obviously we know that we're addressing the women's rights movement and we're thinking about causes uh they're giving us a range of dates 1940 to 1975. so immediately i'd just be kind of like going through the rolodex in my head you know women's rights movement what what's going on between these time periods that may help me out with this uh with this response i'm thinking rosie the riveter world war ii pretty easy to recall women assuming uh the vacancies left by men going off to war thinking levitt towns 1950s culture conformity once the war is over women are going to be expected to go back uh and and perform their their conventional and traditional domestic duties um we're going to see a shift in the 60s and 70s with the counterculture movement and we'll see some specific examples of this we'll be empowering women with their sexual rights and reproductive rights uh margaret sanger and birth control will be an example of this and then roe v wade in 1973. so what does the outline look like if you haven't tuned into the other videos let's go over this briefly you uh you want to definitely outline contextualization so we're talking about two to three things that are going to set the scene your thesis statement obviously is going to be a response to the prompt a direct response and when you a way to evaluate your own thesis statement i always think of a conversation if you were to recite your thesis statement to somebody you want to generate a response along the lines of interesting explain that really tells me that the person i'm talking to gets it and they just want me to tell them more about my thoughts versus a what do you mean response really is always an indication that someone's kind of confused about something that you said either because it either didn't answer the question they asked you which is sometimes possible or it's too vague or too general when you assess the documents for the dbq if you decide you were going to have a two-part thesis you just want to make sure that as you group those documents you have three documents to support each portion or part of your thesis statement and then obviously if you have a three-part thesis you're going to divide it up two documents to support each part so again i know this is a lot you know try to digest as much as you can if you have to rewatch it and kind of take a look at this certainly do so before we go into answering this question let's review the documents because we can't come up with a thesis statement without looking at these first so the documents aren't going to be here but i'll certainly give you the source and then we'll talk about um you know what or how we can use these so document one is going to be a poster of a woman in front of a typewriter uh it's uh you know sourced at 1942 so we're thinking world war ii and so really the document is is is taking a federal government perspective it's encouraging women to participate in the war effort like i mentioned the context is world war ii and it's really encouraging women to to get onto the workforce uh as their contributions towards the war effort document two we're gonna have an excerpt from betty friedan we're gonna see uh anger uh over the exploitation of women in the workforce it's going to be post-world war ii we're drawing attention to women's unequal treatment and encouraging organization document three uh in this memo we're gonna see a feminist perspective we're gonna recognize exploitation and how it connects to other movements uh there'll be a discussion about various other movements and then women uh in the movement as well as beyond uh civil rights document four by robin morgan uh really arguing against the miss america pageant again a feminist perspective uh really kind of highlighting how these pageants are a way to objectify women and that we should do away with them again it's going to challenge the traditional gender roles of the 50s and early 60s document five we'll see a chicana feminist perspective um chicano women uh oppression so uh coming in the forms of sex race and class we'll also see or we'll also be exposed to really sort of the second wave document six is going to deal with title ix and so this is going to be from the federal government issuing mandate and punishments for not really providing equal opportunity when it comes to anything related to sports or education see here and then the last document document 7 is going to be another image it's going to be protesters at a reproductive rights demonstration uh we'll go ahead and it'll highlight support for women's rights specifically reproduction this is going to come shortly after the decision of roe v wade and it's really going to attempt to garner general support and sympathy for women and the cause of reproductive rights so now that we have this if you were to take a look at the student response that that we're going to look at i'm not um trying to say that this individual necessarily mapped it out consciously this way but it definitely falls into three categories as they group these documents one was addressing workforce women in the workforce as a cause for the women's rights movement the treatment of of and feeling of being inferior as another cause uh for the rise of uh women's rights movement uh and then unity as another and you see the documents listed below that really kind of go and support each of those parts so this person decided they were they were going to draft a three-part thesis so let's see uh again what would a thesis look like that would earn you the point the rise of a women's rights movement in 1940 to 1975 was caused by increased women in the workforce a growing resentment of being treated in fear to men and an increased sense of unity and solidarity among women three specific points if you were to have said that to me in conversation i definitely would have responded by saying something along the lines of interesting like tell me more about your opinion and this would have been enough to earn you a point on the ap exam so an example of what do you mean the women's rights movement was the product of unfair treatment in economics politics and society now i think the direction of this thesis is good but it's just far too general and vague uh to earn the point on the ap exam and certainly again if you think of it in conversation if you were to have said that to me i probably would have said something along the lines of what do you mean by this like uh can you can you tell me more or explain more about what you mean and this obviously would not have earned you the point on the ap exam so now that we have our thesis we obviously know the three parts right this student um definitely categorized uh or sorry really kind of placed each of the documents in each of these buckets and so document 1 and 2 would support increased women in the workforce document 3 and 6 would support growing resentment of being treated inferior to men and then document 4 and would support increased sense of unity and solidarity among women so now that we have our thesis statement now that we have uh our evidence let's go on to contextualization and two things that you could easily talk about heading into uh this 1940s 1975 broad range of dates you could talk about world war ii you could talk about the start of the cold war right and so how really sort of how this is going to go ahead and impact or create a shifting mentality for women so excuse me again a lot of what i provided seems like undoable or just like you know is he expecting me to spend like 10 or 15 minutes at the start of the dbq process to do this and the answer is no this is really what it would look like i wrote basically this out on a piece of paper and it's kind of how i would have drafted things again just for organization so that when i go ahead and i start writing things i know to start out with my contextualization in my intro paragraph i'll follow that up with my thesis and then i basically use uh the bottom portion of this as a checklist my first paragraph maybe i'll talk about workforce documents one and two cross that out next paragraph i'll talk about inferiority three and six cross it out and so forth and it just tr it keeps me on track while i'm writing this thing so speaking of intro paragraph uh i said this about the leq the introductory paragraph to me is is really the most important part of of both of the leq and dbq writing assignments it really sets the tone i i feel like it just doesn't happen where you have a solid paragraph intro paragraph and then the rest of the the essay is not so great um if it's well organized i feel like the rest of the the essay will follow suit not to mention after your first paragraph you uh you know potentially earn two out of the seven points which is good uh and then you know as you continue to talk about the documents hopefully you're earning more and more points so let's take a look at what a sample intro paragraph uh would look like that would earn you both the contextualization and thesis point the period 1940 to 1975 spans a time of troubles at home and abroad in the u.s while world war ii ended in 1945 cold war conflicts grew and along it uh increasing social strife among minorities teens and especially women and so this would have earned you the contextualization point and followed by the thesis that we already addressed so you would have written this if you were to have written this on your uh ap exam for the dbq section you would have already earned two out of the seven points five more to go so let's just examine evidence quickly you would earn one point for using at least three documents to address the prompt or two points if you use six you would also earn an additional point uh if you use at least one piece of historical evidence beyond uh the documents provided and so uh in a previous video i i expressed to to the audience that i really like using a lot of leq prompts in my class even though it's the the least weighted portion of the exam i think the leq does carry over to a lot of this it will help you that straight recall will help you with your short answer and it will certainly help you answer uh or earn the point for outside evidence on the dbq uh then we move on to analysis and reasoning so how do we earn the rest of the five point remaining five points you get one point for uh you know for at least three documents explaining how or why any of these uh support your argument um really addressing the point of view and or historical situation and or audience for the document itself and then the last point you would earn for complexity and i don't want to advise that you try not to concern yourself too much with complexity but just again realize that you are under a time constraint you're trying to make the easiest quickest argument you can make and oftentimes uh it's really just baked into your thesis um and it i feel like kind of happens organically if you wind up having a pretty complex thesis you'll naturally support that and and explain and argue that throughout your paper which will earn you the point complexity is not one of those things where it can happen in one portion of your paper it really considers the entirety of your response so let's take a look at a student response and how they earned points for using evidence so for this particular thesis and and response uh let's take a look at how the student supported the workforce argument so they started out with a topic sentence which is really good it focuses them and certainly as the reader to realize what's going on in this particular paragraph while men were sent to europe during world war ii women began to take more and more jobs in their place here we see um uh the first document show up so document one shows a recruiting poster for a job as a stenographer the documents audience is important because it is aimed at specific aimed specifically at women showing that the us government encouraged the trend of women entering the workforce and so we obviously have the document we have a brief description and we have a little bit of analysis right talking about what's in the document not good enough right in order to earn full points we need to now make a connection again you can't just say everything in yellow and just assume that the ap reader is going to make the connection on their own you want to go ahead and be explicit with this so for this in this particular response not only did this student make that connection but they also incorporated and earned the outside information point however when world war ii came to an end men of the military came home and needed jobs while the gi bill delayed the influx soldiers returning to the workforce by sending many of them to college industry was soon once again dominated by men so we have one document out of the way let's see what other document they use to support this so now we have the same thing happening with document two as a result companies see female workers as exploitable as seen in document two by underpaying the millions of women in the workforce by this time companies and industries save billions of dollars let's see them make the connection in the past when few women were in the workforce this discrimination had gone unnoticed post-world war ii however the increased women workers would become a cause for a women's rights movement so again everything become is tied back into not only a a rising um female population in the workforce but then bringing it back to how this was or how this led to uh a rise in the women's rights movement all right so again uh you know a lot of information a lot of strategies the hope is that you know the more and more you practice uh you know you really just don't even have to think about these things and they just kind of come natural you get a dbq and you immediately start going through the process that we just reviewed and so you know just some takeaways obviously some of the content uh from time period eight and nine uh again hopefully you know you try and practice some of the strategies that we went over in this video uh as they relate to the dbq in the next session we're we're gonna take a look uh dr webb and myself we'll go ahead and review exam day expectations we're going to do our best to simulate what you're actually going to see the day of the exam thank you so much for tuning in it's so much information and i really appreciate you taking the time to review with us best of luck with the remainder of your studies and most importantly best of luck on the ap exam you