SAQ –Short Answer

Questions for AP
World History
What are the SAQs?

 SAQs comprise 20% of the Exam score

 SAQs can be taken from any unit
3 questions total
Why SAQ?

 The SAQs allow students to use knowledge taught in their

unique courses to answer broad questions derived from the
Key Concepts, which also assess the students’ use of
various historical thinking skills. “Students may employ a
wide variety of evidence drawn from the particular content
of their AP World History course and materials.” (College
Board)
Why SAQ?

 Provides teachers more flexibility to teach their own

content, and for the use of different textbooks across the
country.
 Increased emphasis on development of historical thinking
skills.
 Puts WHAP in line with AP US History and AP European
History
What is an SAQ?

The short answer question requires

students to accurately answer a question
briefly, specifically, and accurately.
Generally speaking students are able to
answer questions with fewer sentences
Scoring

Complete sentences.
Correct or incorrect.
1 point for each part = 0-3 points
Tips

 Does require complete sentences

 All 3 parts of the question must be answered.
 Usually broken into 3 parts a, b, and c, but sometimes part
a or part b will have 2 questions within—it always asks 3
questions—so read carefully.
 Limited space (a one page box with 23 lines) in which to
write their answers. Anything written outside of the box
will not be scored.
Tips

 Read question carefully. Annotate the question and

rephrase the question as your topic sentence
(remember no thesis sentence necessary).

 Complete Sentences

 Do NOT bullet (bullets=zero points).

Tips
 Does not require a thesis statement

 Students give enough information to answer the question,

but not write an essay.

 At least 2 of the 4 questions will include a stimulus of

some kind: photo, political resources, chart, graph, or one
or more documents (primary or secondary)
Tips

 Directlyanswer the question. Use the language of

the prompt! (always)
 Pay close attention to what the question is asking of
you: look for key action words such as describe,
analyze, identify, explain, etc.
 Answer everything the question asks of you: you
may have to do more than one thing such as
“identify and explain.”
Tips

 Look for plurals—asking you do more than one

thing: reason vs. reasons; cause vs. causes. If it’s
plural you must do 2! You may not see many of
these in SAQs, but be on the lookout.
 Use active verbs!
 Don’t write outside the space—you should have
enough space—don’t panic!
Tips

 Experts differ on whether you should label your

answers. I recommend you label a), b), and c) for
ease of understanding. Readers will read the
question in such a way as to give you credit where
credit is due, and not to nitpick where you provide
your answer (although it must be IN THE BOX).
ACE the Question

A-Answer the question (this is the

assertion or claim).

C—Cite specific factual evidence

E—Explain how the evidence proves the

assertion
Look at the
prompts: How
might you
phrase the
A.C.E?
One political innovation in the Song was:
One Economic innovation in the Song was:
One Cultural innovation in the Song Was
Political
Extended civil service bureaucracy.
Tribute Payment to nomads
Extended diplomacy with Indian Ocean
tributaries
Use of gunpowder as weaponry
Equal field System
Infrastructure like bridges, canals, roads
Organized government managed
large societies to allow the
Mandate of Heaven to be
maintained and the presence of
peace and stability providing
land, infrastructure and security
for the Song’s populace
:
Economic Cultural
Champa rice Neo-Confucianism
Proto-industrialism Meritocracy ( more literate society)
“black Earth” Metaphysics
Agricultural technologies (plough. Water Reasoning of human universe
Buffalo, cotton, sugarcane, tea) Confucian revival (foot binding)
Paper money (flying, shuttle) Renaissance of poetry and writing
Letters of credit
Banking
Joint stock companies and guilds
These dynamic financial innovations This revival of Confucianism coupled with
facilitated great population growth, the the metaphysics of Buddhism and Taoism
and the rationalism and hierarchy of
ability to trade with larger territories
Confucianism promoted great technologies
(domestic and with Caliphates,
Swahili and India and SE Asia) to
and maintained the harmony of the status
quo.
maintain low taxes, high tribute and
economic prosperity.
 A. One Political Innovation of the Song Dynasty was expanding the bureaucracy
tpast the scholar-gentry. The Song Dynasty provided scholarships and
opportunities to families in a variety of fields to promote government
representation. This facilitated greater knowledge through meritocracy in
governmental departments like agriculture and defense to provide for a more
qualified and well-rounded government
 B. One Economic development of the Song Dynasty was the use of paper
currency. This flying or shuttle money was easier to carry and distribute and was
more efficient than the bulky metal coins. The government’s transition allowed for
metal products to focus on tools and weapons while trade passed through hands
easier.

 C. One cultural development was a revival of Confucianism through

Neoconfucianism. The combinig of the metaphysics of Taoism and Buddhism
with the tradition and rationalism of Confucianism provided social harmony. The
discord formerly of these belief systems created acrimony (division) and now
restoration of traditions coupled with innovations which would reinforce
patriarchy and wisdom would keep the peace and maintain the Mandate of
Heaven.
Answer, Cite, Explain

 Source: Hammurabi, The Oldest Code of Laws in the World, the Code of Laws Promulgated by
Hammurabi, King of Babylon, 2285-2242, B.C. (Edinburgh: T. & T. Clark, 1911)
 1. If a man weaves a spell and puts a ban upon another man and has not justified himself, he that wove
the spell upon him shall be put to death.2. If a man has put a spell upon another man and has not
justified himself, he upon whom the spell is laid shall go to the holy river. He shall plunge into the holy
river, and if the holy river overcomes him, he who wove the spell upon him shall take to himself his
house. If the holy river makes that man to be innocent, and has saved him, he who laid the spell upon
him shall be put to death. He who plunged into the holy river shall take to himself the house of him who
wove the spell upon him.
 3. If a man, in a case pending judgment, has uttered threats against the witnesses, or has not justified the
word that he has spoken, if that case be a capital suit, that man shall be put to death.
 4. If he has offered corn or money to the witnesses, he shall himself bear the sentence of that case
 A) Explain what aspects of life the "Code of Hammurabi" controlled, and give two examples.
 B) Connect the "Code of Hammurabi" to another set of laws in another region and/or time period and
give one example how they are similar
Part A Answer, cite explain

 A.The aspects of life covered by the Code of Hammurabi are those involving
religious views on individuals and involving judgements in courts of law.

 C. the placing of spells and holy rivers mentioned in laws one and two illustrate
religious views and powers of humans and natural phenomena and the bribery
illustrated in law #4 illustrates corn or money for false testimony.

 E. The Babylonians had asserted a special relationship with their Gods and ,
therefore, needed to control individuals manipulating power by weaving spells.
Also the laws regulating bribery of witnesses illustrate a need for fair trials early
in history to ensure justice is carried out.
Part B Answer, cite explain

 A. The Code of Hammurabi is quite like the 12 tables of Roman law in that they
both illustrate the need for societies to ensure justice and regulate harsh penalties for
violation

 C. The capital punishments (death) of the code of Hammurabi is like the law under
paterfamilias in Rome where if a child strikes their father , they would be thrown
from the tarpian rock.

 E. The need to regulate relationships and the desire to prevent crimes through fear,
specific deterrence ( kid will never strike Dad again if thrown) or general deterrence
( other kids will think before striking) helps to maintain law and order in both
Babylonian and Roman societies
SAQ
World History

The Egyptian and Mesopotamian civilizations in the first wave civilizations

originated at roughly similar periods in world history, but they evolved in
distinctly unique ways for difference.
A. Identify and explain a reason for ONE difference in the Egyptian and
Mesopotamian political systems.
B. Identify and explain a reason for ONE similarity in the Egyptian and
Mesopotamian political systems.
C. Identify and explain a reason for ONE difference or similarity in
Egyptian and Mesopotamian culture.
Scoring Guide:
0-3 points
 One point for identifying and explaining how and why Egyptian and
Mesopotamian civilizations were different politically in the period
of the first wave civilizations.
 One point for identifying and explaining how and why Egyptian and
Mesopotamian civilizations were similar politically in the period of
the first wave civilizations.
 One point for identifying and explaining how and why Egyptian and
Mesopotamian cultures were different or similar in the period of the
first wave civilizations.
SAQ about Classical China- Era 2.2

 Short Answer Question- (SAQ)

 Historical Thinking Skill- Change and Continuity Over Time
 “The Han is one of China’s great historical dynasties. Like the Qin, the Han
emperors ruled over an enormous and unified territory, but very different from the
Qin, they were able to sustain their rule – despite a brief interruption – for over
four centuries… the Han stands as the longest era of Chinese history in which a
single hereditary line of rulers controlled the government. “
 -Professor Robert Eno, University of Indiana
 A) Identify and explain ONE way in which the rule of state government of the
Han Dynasty was a continuity of the Qin Dynasty. 

B) Identify and explain TWO ways in which the rule of state government of the
Han Dynasty changed from the Qin Dynasty.
SAQ

 Recent discoveries suggest that the adoption of agriculture, supposedly our most
decisive step toward a better life, was in many ways a catastrophe from which
we have never recovered. With agriculture came the gross social and sexual
inequality, the disease and despotism, that curse our existence. At first, the
evidence against this revisionist interpretation will strike twentieth century
Americans as irrefutable. We’re better off in almost every respect than people in
the Middle Ages, who in turn had it easier than cavemen, who in turn were better
off than apes. Just count our advantages. We enjoy the most abundant and varied
foods, the best tools and material goods, some of the longest and healthiest lives,
in history. Most of us are safe from starvation and predators. We get our energy
from oil and machines, not from out sweat.
 There are at least three sets of reasons to explain the findings that agriculture was
bad for health. First, hunter-gatherers enjoyed a varied diet, while early farmers
obtained most of their food from one or a few starchy crops. The farmers gained
cheap calories at the cost of poor nutrition. Second, because of dependences on a
limited number of crops, farmers ran the risk of starvation if one crop failed.
Finally, the mere fact that agriculture encouraged people to clump together in
crowded societies, many of which then carried on trade with other crowded
societies, led to the spread of parasites and infectious disease. Epidemics couldn’t
take hold when populations were scattered in small bands that constantly shifted
camp.
  Jared Diamond, Discover Magazine, 1999
 Identify and explain ONE specific historical example that supports
Diamond’s argument about the importance of the Agricultural Revolution.

 Identify and explain ONE specific historical example that challenges

Diamond’s argument about the importance of the Agricultural Revolution.

 Identify and explain ONE way in which scholarly disciplines outside of

history have contributed to the scholarly perspectives described by Diamond.
Directions

 Read the source and complete the following items.

 Double Underline Diamond’s Thesis or Argument

 Single Underline the pieces of evidence that Diamond used to support his
argument

 Part (a): Identify and explain ONE specific historical example that supports
Diamond’s argument about the importance of the Agricultural Revolution.
How to Earn the Point for Part (a):

 Write down any specific historical examples that you can think of that would support Diamond’s argument:

 • Early River Valley Civilizations, such as ancient Egypt, became highly stratified with food producers and
manual laborers often placed in the bottom of the social hierarchy.

 • Dependence on a small number of crops can reduce the diversity of one’s diet. Smaller physical size in
early farming societies, such as Mesopotamia and Egypt bears witness to this development.

 • The devastation caused by the Black Death was due in part to increased trade and interaction of peoples,
as well as greater population density in cities brought about by the development of agriculture.

 • The Agricultural Revolution led to dependency on one or a small number of dominant crops. This could be
disastrous in times of famine, such as during the Irish Potato Famine.
Ways points can be missed for part (a):

 • Fails to recognize that Diamond is arguing that agriculture had

negative health and social effects. (Misinterprets the argument)

 • Addresses one of the negative effects of the Agricultural

Revolution, but fails to connect it to a specific historical example.

 • Response is vague or over generalized.

Sample Student Response (A)

 “Jared Diamond claims that the Agricultural revolution was a negative impact on
human development. He states that it caused society to become unfair and
clumped together, which allowed the spread of disease. This is supported by the
Bubonic plague, which killed nearly a third of Europe’s population. This would
not have happened if humans were still hunter gatherers and spread out.”

 Should this response earn the point for part (a)?

Should this response earn the point for
part (a)?
“Jared Diamond claims that the Agricultural revolution was a negative
impact on human development. He states that it caused society to become
unfair and clumped together, which allowed the spread of disease. This is
supported by the Bubonic plague, which killed nearly a third of Europe’s
population. This would not have happened if humans were still hunter
gatherers and spread out.”
 
Should this response earn the point for part (a)? YES

Explain your choice:

 Correctly interprets Diamond’s argument

 Provides a specific historical example that supports Diamond’s argument

Part (b): Identify and explain ONE specific historical example that
challenges Diamond’s argument about the importance of the
Agricultural Revolution

 Write down any specific historical examples that challenge Diamond’s argument:

 • The increased production of food through agriculture allowed for the specialization of labor
in early River Valley Civilizations, which led to greater intellectual and technological
advancements, such as written language and metallurgy.

 • The Agricultural Revolution allowed for the stabilization of the food supply, such as the
development of vast granaries and store houses in ancient Rome that were able to feed its citizens
in troubled times.

 • The Agricultural Revolution allowed for the building of permanent settlements that gave rise
to civilizations and large states, such as the city-states of Mesopotamia or the urban centers of
Harappa and Mohenjo Daro in the Indus Valley.
Ways points can be missed for part (b):

 • Fails to challenge Diamond’s argument that agriculture had negative

health and social effects. (Misinterprets the argument)

 • Addresses one of the positive effects of the Agricultural Revolution but

fails to connect it to a specific historical example.

 • Response is vague or too general.

Sample student response for part (B):

 
 “However, it is the surplus of food that allows for specialization. Varying jobs
create culture, arguably the best part about civilization. Religion, art, science,
math, language – all of these stem from not having to gather food all day long.

 Explain your choice:

 Correctly interprets Diamond’s argument, but does not connect these
developments to a specific historical example.
Part (c): Identify and explain ONE way in which scholarly disciplines
outside of history have contributed to the scholarly perspectives described
by Diamond .
   Archeology has led to recovery of human remains that demonstrate greater tooth
decay, lower bone density, and the smaller size of early farmers as opposed to
hunter-gatherers.

 Anthropological studies of modern hunter-gatherer societies have revealed

greater gender equality among many of these groups than is believed to have been
found among agricultural and settled people throughout history.
 
 Medical studies related to the spread of disease demonstrate that epidemics are
more likely to spread in the presence of larger groups of people in frequent
contact with one another.
What is Social Science?

 * Definition of Social Science: a major category of academic

disciplines, concerned with society and the relationships among
individuals within a society. It in turn has many branches, each of
which is considered a "social science". The main social sciences
include economics, political science, human geography, demography
and sociology. In a wider sense, social science also includes some
fields in the humanities such as anthropology, archaeology,
psychology, history, and linguistics.
 
 
Ways points can be missed for part (C):
 

 Fails
to state the discipline or field of inquiry that
complimented the historical argument.

Addresses field of inquiry, but does not adequately or clearly

address how the discipline would contribute to the argument.
Sample student response for part (C)
 
 
 “One way that scholarly disciplines outside of history contributed to Diamond’s
perspective is through the study of equality. Those people who have developed a
knowledge of and recognition of the causes of inequality would have
contributed.”
 
 Should this response earn the point for part ?

 No, Does not identify a specific scholarly discipline that would corroborates
Diamond’s argument

Practice Scoring
Student Response
A specific example to support the argument being made a)
is the use of a caste system in India. This caste system
provided “gross social and sexual inequalities” that
made people’s lives unbearable, specifically the  
untouchables. The untouchables were regarded as next
to dirt.
Score
A historical example to challenge the claim of
agriculture having negative effects is the rapid growth
of the population due to agriculture. Agriculture
provided an abundance of food that supported the
population.
Score
Archeologists (?) have contributed to the perspective of
Diamond because new things would be discovered that
could completely change the point of view of some
people.
Score
Student Sample #1:
Scoring Guidelines
Identify and explain ONE specific historical
example that supports Diamond’s argument about
the importance of the Agricultural Revolution.
0 1
a) Identify and explain ONE specific historical
example that challenges Diamond’s argument
about the importance of the Agricultural
Revolution.
 
0 1
a) Identify and explain ONE way in which scholarly
disciplines outside of history have contributed to
the scholarly perspectives described by Diamond.
 
0 1
Student Sample #1 Score Results:

a) Identify and explain 0 – Fails to earn 1 point for part a.

ONE specific  
historical example Explanation: It fails to earn 1 point for part a. The
that supports response attempts to describe the use of the caste
Diamond’s argument system in India as an example of social inequality, but
about the importance fails to explain how the caste system might have been a
of the Agricultural result of the Agricultural Revolution. In order to earn a
Revolution. point for part a, it might have suggested that the
 
transition toward farming and pastoralism contributed
to patterns to inequality and social stratification, which
formed the basis for the caste system in India.
Student Sample #1 Score Results:

b) Identify and explain 0 – Fails to earn 1 point for part b.

ONE specific historical  
example that challenges Explanation: It does not earn 1 point for part b. The
Diamond’s argument response attempts to explain agriculture’s role in
about the importance of providing an abundance of food, which supported
the Agricultural population growth. However, this explanation does not
Revolution. address a specific historical example to provide
 
evidence for this claim. Suggesting that the creation of a
food surplus in the Fertile Crescent or Nile River Valley
supported larger families, population growth, and
eventual urbanization would have been an effective way
to earn this point.
Student Sample #1 Score Results:
c) Identify and explain 0 – Fails to earn 1 point for part c.
ONE way in which  
scholarly disciplines Explanation: The response fails to earn 1 point for part
outside of history have c. It mentions that archeology may have contributed to
contributed to the Diamond’s perspective, but the way in which this field
scholarly perspectives of study might have done so is neither specific nor
described by Diamond. sufficiently explained. Explaining that archeology might
 
have revealed the increasing social inequalities or
dietary deficiencies brought about in the transition
towards agriculture would have allowed the response to
earn this point.
 NAME ________________________ DATE ___________ PERIOD __________ SCORE ______
 SAQ SCORING RUBRIC – Topic: ___________________________
 QUESTION A
 Full Credit Earned Common Issues Points Earned
  Answers Question: direct response – makes a claim that can be proved.
 (In Stimulus Based Prompt - May “snag” a word but NOT Quote).  Doesn’t answer question (incorrect)
  Doesn’t use Key Words from Question/Prompt
  Relies on Quote from prompt
  Wrong time period
  Wrong location
  Cites Evidence: defines or describes the claim
 (support answer with SFI [Specific Factual Information] from OUTSIDE the Prompt –learned from class readings, discussions, activities)
  Missing evidence/reason/event/example
  Random evidence (littering) not connected to Answer
  Not specific
  Off topic
  Expands/Explains Evidence (connect the dots! How does the evidence support/prove answer/assertions?)
  Vague (attempts but doesn’t elaborate)
  No connection between evidence & answer
  No interpretation
  Doesn’t draw conclusion