APC Topic 3.4 Notes: Comparing Land-Based Empires and Using Historical Evidence

Introduction to Topic 3.4 and AP History Skill Development

  • Conceptual Overview: This session focuses on Topic 3.43.4 (Video #11) of the AP curriculum, specifically "Comparing Land-Based Empires" within the timeframe of 1450−1750 CE1450 - 1750\,CE.
  • Moderator/Instructor: Austin Chlapecka.
  • Instructional Mandate: Students are advised that the discussions accompanying the lessons are considered equally important to the textual content on the slides. Taking notes on both the verbal context provided by the teacher and the written slide points is essential for a comprehensive understanding of the historical material.
  • Core Skill Focus: The primary skill being developed is "Using historical evidence to support an argument."     * Objective: To build the capacity to construct a robust argument utilizing supporting evidence that directly relates to the provided prompt.     * Exam Significance: Mastering the use of historical evidence is critical for success on the AP exam, as it accounts for approximately 35 %35\,\% of the scores for Short Answer Questions (SAQ), Document-Based Questions (DBQ), and Long Essay Questions (LEQ).

Standards for Earning Historical Evidence Points

  • What Constitutes Valid Evidence: To receive credit on AP assessments, evidence must be specific. This involves identifying particular systems, events, or social structures that directly support the claim being made.
  • Non-Qualifying Responses: Vague or ambiguous responses do not earn points. Generalizations that lack concrete historical details or proper nouns fail to meet the standard for historical evidence.
  • Strategic Hint: Students should consistently use the specific wording of the prompt to help craft and structure their claims. This ensures that the argument remains aligned with the historical task.

Case Study: Interactions in the Atlantic World (1450−1750 CE1450 - 1750\,CE)

  • The Prompt: In the period circa 1450−17501450 - 1750, economic changes played an important role in shaping the interactions between European, African, and Native American societies in the Atlantic world. Develop an argument that evaluates the extent to which Native American and/or West African societies changed as a result of their interactions with Europe during this period.
  • Example Claim/Thesis: "Native American and West African societies encountered religious changes and the creation of racial hierarchies as a result of interactions with Europe during the period of 1450−17501450 - 1750."     * This claim identifies two specific areas of change: religious shifts and the establishment of racial hierarchies.

Evidence Evaluation and Analysis

Students are tasked with evaluating which of the following passages successfully earns the point for use of evidence based on the prompt regarding Atlantic interactions:

  • Passage A (The Casta System): "The casta system was created in the Americas during the period as a result of Spanish colonization. The casta system was a racial hierarchy created by the Spanish and used to protect their power in both government and society."     * Evaluation: This passage earns the point for use of evidence.     * Rational: It identifies a specific historical mechanism (the casta system) and accurately defines its function as a racial hierarchy designed to maintain Spanish social and political power.
  • Passage B (Impact in Africa): "In Africa, the impact of the Europeans was brutal. Their invasion of Africa caused significant harm to African societies that would be felt for generations. This was all a result of trade during the period."     * Evaluation: This passage does not earn the point for use of evidence.     * Rational: The response is considered vague and ambiguous. Phrases like "brutal impact," "significant harm," and "felt for generations" provide emotional weight but lack the specific historical details (such as specific kingdoms affected, specific trade goods, or named social changes) required to support a formal historical argument.

Key Takeaways and Exam Application

  • Historical Developments: The ability to link broad historical developments to specific evidentiary examples is the hallmark of a successful history student.
  • Application Across Assessments: This specific skill—distinguishing between specific evidence and general assertion—will manifest throughout all components of the AP exam, including SAQs, DBQs, and LEQs. Accuracy in naming systems like the casta system is preferred over general descriptions of "harm" or "change."