AMIE LA PORTE-LEWIS: Hi, welcome back
to AP Daily Practice Sessions for AP World History Modern.
My name is Amie La Porte-Lewis, and I
teach at Holy Innocents Episcopal
School in Atlanta, Georgia.
Go bears.
If you're following along out there today,
then you probably want to access the practice multiple choice
questions that we're going to be going over.
You can find the link to those questions
at the beginning of this video, and you can also find the link
in the description in YouTube.
As I said, we're going to be focusing on multiple choice
today.
So first, I'm going to start with giving you
some general tips.
Number 1, answer every question.
There is absolutely no penalty for guessing
so you never want to leave any of your answer choices blank.
So if you find yourself running short on time
as you go through the multiple choice,
just bubble something in.
Next, we want to be super methodical.
This is the process that I use with my students.
This is what I teach them to do.
Step 1, read the source information first.
It's going to help situate you in time and space
and already give you a sense of what
the passage might be about.
Next, you want to read the questions.
A lot of times, the questions will
point to a specific part of the passage or a specific line
or something, so it's good to know that ahead of time
so that when you read the passage
you can actually focus on that particular area.
Then you'll actually start to read the passage.
If you preview the questions first,
then you will get a sense of what the passage is
going to be about and it will help with your reading
comprehension.
Once you read the passage or examine the text,
then you can go about answering all the questions.
Some things you can use as you're
trying to eliminate wrong answer choices,
you can think about chronology and theme.
If something just seems wildly out of the time period
and not possibly accurate, then you
can eliminate those answer choices right away.
Also, if something seems like it's not
the right theme in terms of what the question is calling for,
like maybe the question asks about a cultural something
and you see a political answer in there,
then you can eliminate that.
Always refer back to the source as you
need to and to help you eliminate the incorrect answer
choices.
And finally, answer every question.
I really mean it.
Don't leave anything blank.
All right, let's get into our first question set.
So this is a passage that we're going to see.
Two multiple choice questions that are based on this passage.
So we're going to follow the process that I just
talked about make sure we identify the source
information first.
There it is.
So let's kind of break this down.
First thing, zero-in on the date.
1836, now we know when we are.
This is a letter to a British magazine
from an English merchant in China.
So now, we kind of know it's a communication between Britain
and China, originating in China in the early to mid-1830s.
We look at the title, it's called
Remarks on The Opium Trade.
Now, in my mind, I'm starting to put pieces together.
I know this is the right time period for opium trade.
I know that was a big major kind of incident between Britain
and China, so I'm already starting
to get a sense of what the passage is about
before I even read it.
The next step is to read the questions.
The questions are going to, again, help you
try to understand the passage and they're also
going to save you time because you
know what you need to look for.
So the first question here is the trade
described in the passage as best seen as an early example
of which of the following?
So now I know the passage is going to be about trade,
and I also know that I need to think
about the trade in the passage as an early example
of something.
I need to be thinking about patterns of trade, trade
relationships, and that kind of thing,
what am I seeing in this passage.
Second question is about a historian
could use the trade in the passage
as a turning point in history.
So now I know for sure the passage
is going to be about opium trade, makes total sense
because that was the title of the letter.
And I also know now I have to be thinking
about how the trade in the passage
might be a turning point in world history.
So I have a lot of information before I've even read the text.
So you can pause and read it here on the screen
or look on the handout from the link.
I do want to point out one little thing that you're
going to see quite often in AP History exams,
is that you'll see a vocabulary term
or maybe a phrase that has this little asterisk next to it.
The lingo that we use is it's a gloss.
So it means that they're going to give you
some kind of information or define this term or phrase,
or maybe give you some information about an event
or something like that.
So always look for it and read it.
So here in our example, it turns out
what they've done is kind of told you what arsenic is,
and that it's a poisonous substance.
All right, so go ahead and pause and read the passage
and then we'll start tackling the questions.
All right, our first question, again, it's
about the trade described in the passage
and how it might be an early example of something.
So let's take a look at the answer choices,
and you can pause and read through them
and see if you can figure out what the answer is
and then we'll go over it.
All right, there's nothing that immediately
jumps off the page to me in these answer choices
as we could eliminate it for being chronologically just
way outside the time period, or even thematically not
appropriate.
They all are kind of about trade and economic activity
so we're going to need to go through these answer choices
one at a time.
We look at a kind of deep inspection of answer choice A,
it's about cheap consumer goods from Europe.
Well, that's definitely not true for this time period
so we're going to cross that one out.
Next, we see a growing influence of European immigrants
in China.
That's also not accurate for the time period.
1830s, that is not happening, so B is out.
C is there's this transition from a joint stock
company controlling territory to a European country taking over
directly.
Well, this one is true for this time period, that's
kind of what is happening.
States are starting to take more direct control over territories
that used to be controlled by joint stock company.
But that's not what's happening in China.
In fact, that never happened in China.
So C is out.
Well, it only leaves us with one answer choice left.
And so it better be the right one.
So let's make sure.
With D, it's about economic imperialism.
When we look back at the passage to confirm,
we see this second paragraph is definitely describing
economic imperialism.
This kind of economic exploitation
of one country over another country's economy.
So D is definitely our correct answer.
Moving on to the next question, we're
looking at how the trade in the passage
might be a turning point in world history.
So here's our answer choices.
If you need to pause and read through those, do that now.
All right, hopefully you're able to kind of narrow it
down or pick out the right answer, but we'll go over it.
Again, there's nothing that is like egregiously
outside the time period or even thematically not correct.
So we'll go through each one, each answer choice
one at a time.
In A, is this passage a turning point
because it's a shift in this historic imbalance of trade
with China.
Can we look at that second paragraph?
That's definitely what is happening
and what's being described in the second paragraph.
All right, but we don't want to just go for A without looking
to see if there are any other options
because there might be a better option.
So we're just going to put a question mark for now
and make sure we check out all our other answer choices.
And B, is it a turning point because it's
the transition from mercantilism to capitalism.
Well, 1830s is a little late for it
to be this transition away from mercantilism to capitalism.
So B is out.
Is this the first time that Europeans
use forced migration labor to produce
crops for global distribution?
No, we can think back to the early modern era and sugar
plantations and the use of enslaved Africans there,
so C is out.
And then D, is this showing industrial techniques
and modern marketing?
That's definitely not what the passage is about, so D is out.
So we were right.
It turns out that A was the correct answer.
There we go.
OK, our next set of questions is going
to be based around this stimulus which is a photograph here.
So again, we're going to kind of break down the information
that we're seeing.
Number one, check that date.
1889, late 19th century.
OK, this is in Tahiti, that's the location.
And you'll see as I mentioned earlier with arsenic,
there's a little gloss.
So we want to make sure we review that information.
And what do they say about Tahiti?
Well, they tell us it's a French colonial territory in Polynesia
in the South Pacific.
So that helps us locate time and place.
What other information do we get?
It's a French photographer.
We're celebrating Bastille Day.
Again, there's another gloss there for us, kind of make sure
that we read that information.
We find out that the Bastille Day
is a French national holiday celebrating
the French revolution.
And then the last thing we're going
to get from this information is that this photograph
was taken for publication in the French press.
So this photograph is destined for France.
OK, let's preview the questions.
First question, what describes the likely purpose?
So now, I know I'm going to need to spend a little bit
more time reviewing the information
about the photographer again, like who is the photographer?
Where is this photograph going?
The second question, which of the following events
would be most likely to produce a similar cultural context
to the one that we're seeing in the image?
So that means I need to figure out
what is the cultural context of the image
and then start thinking about what other situations were
similar.
All right, here we go.
Question 3, which of the following
best describes the likely purpose of the photograph?
So let's take a look at the information
again about the author.
It's a French photographer.
He's capturing this moment where the people in Tahiti
are celebrating Bastille Day, and it
is intended for publication in the French press.
So why on earth would they do this?
Let's look at the image and break it down.
First, we see a big giant French flag.
Then we also see a bunch of Tahitian people
who are dressed up in what looks like very European
Western style clothing.
So let's see what our answer choices are.
Again, you can pause to read through them
and see if you can come up with the right response.
In answer choice A, it's kind of zeroing-in
on a change in Polynesian political hierarchy and gender
roles, and that's just not what we're seeing in this image
at all.
We know nothing about the political hierarchy,
so A is out.
With B, it's saying--
it's trying-- it's saying that the photographer is
trying to show that Tahitians were racially inferior.
Well, if anything this photograph is showing,
Tahitians dressed up as Europeans
so it's kind of doing the opposite, so B is out.
C, are we trying to record rapidly vanishing
Polynesian customs?
Well, it's true that we definitely
see some elements of Polynesian tradition,
the kind of hats and headgear that many
of the people in this photograph are wearing
seem to be not European.
They seem to be indigenous.
But we're not seeing any attempt to try to record vanishing
habits, so C is out.
Again, hope D is right.
Let's just verify.
Are we trying to show the civilizing
effects of colonial rule and the loyalty of the subjects?
Well, given the fact that we're showing a French flag
in celebration of Bastille Day, that kind of
checks the loyalty of the subject's part.
And then the fact that they're dressed up in European style
clothing is definitely trying to show the civilizing effects.
So D is our correct answer.
Moving on to our next question, we're
looking for a similar cultural context.
That's kind of the goal of this question.
So first, we got to figure out what
is the cultural context of the image.
Again, it's a French photographer into Tahiti.
Again, reference back where is Tahiti again?
All right, it's a colonial territory in Polynesia.
And again, I've just kind of put a box
around the kind of main meat of this image here.
This cultural context are people are dressed up
looking like Europeans.
These are not Europeans but they are wearing European style
clothing.
So which one of our answer choices
would might be a similar situation?
I'll let you pause and see if you can figure it out
for yourself, and then we'll go over it.
OK, right away, I'm going to eliminate Marxism
in answer choice A. There's nothing about this image that
screams Marxism and elimination of social class distinctions,
so A is out.
And B, the Taiping Rebellion in China
is more about resisting imperial control.
It's a rebellion against the Qing Dynasty,
it's also a rebellion that is kind of founded in or based
on religious ideas, and that's definitely
not what's happening in the image, so B is out.
C, the scramble for Africa.
Well, we do know that Europeans use
this idea of a civilizing mission
pretty much everywhere they colonized in the 19th century
so this is probably our right answer, but let's just go ahead
and check D just to be safe.
Unification of Germany, that's really not what's
happening with this image.
Tahiti, it's not like France is trying
to kind of merge with Tahiti and make it one nation.
Tahiti was definitely a colony of France, so D is out.
And so C is, in fact, our correct answer.
The final question we're going to look at
relates to this image.
So again, let's use our kind of method to break it down.
We're going to zero-in on the date, 1784.
This is in Indonesia, so that gives us
the time and the location.
We see that to sketch that was done by a Dutch Lutheran
minister that was living in Indonesia at the time.
And then we also want to make sure we read the caption, too.
We see that the sketch is going to show the son.
Let's see if we can spot the son, Johnny.
Oh, there he is.
And also Flora, an enslaved Indonesian household servant.
Let's see if we can find her.
Oh, there she is, kind of on the right at a spinning wheel.
Let's take a look at the question.
We're just going to do one this time.
In the late 19th century, which of the following
would most motivate the Dutch to continue to expand
their presence in Indonesia?
So what I want to be thinking is why are the Dutch in Indonesia?
What makes them want to have a bigger presence in Indonesia?
All right, so again, looking for motives for the Dutch
to expand in Indonesia.
So let's look at these answer choices
and see if we can get to the right one.
Pause if you need to.
All right, answer choice A, are they there
to acquire more natural resources?
Well, that sure sounds like why European nations were expanding
their presence in colonies.
So A is probably the right answer,
but let's put a question there for now
and make sure we go through all the other options.
With B, the growing competition with Spanish and Portuguese
empires, this is where chronology can really help you.
Date of this question or date of this image is 1784,
and that's just too late for Spanish and Portuguese empires
to be growing.
By this point, Spanish and Portuguese empires
were shrinking, so B is out.
C, are we talking about the Meiji restoration in Japan?
Again, chronology can help us.
This image is 1784 and the Meiji restoration is in the 1800s.
So C is out.
D, is there nationalism in Indonesia?
Is that what's motivating the Dutch to expand?
Again, chronology is going to help you here.
The date is 1784, nationalism in Indonesia
doesn't really come about until the 20th century.
So D is out.
So in fact, A was our correct answer.
Thank you so much for joining me today
with multiple choice practice.
I hope you learn some pro tips on how
to take a methodical approach.
And good luck on your AP exam.
See you next time.