SAQ Practice: Unit 9
OER PROJECT: WHAP/ LESSON 9.7 CLOSERSAQ PRACTICE: UNIT 9Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “SAQ Practice: Unit 9,” OER Project, https://www.oerproject.com/1PurposeIn this final activity in the SAQ practice series, you’ll revisit how to score SAQs from the perspective of an AP grader. This should be a helpful reminder of what you need to include in your SAQ responses as you get ready to take the AP® World History: Modern exam.ProcessIn this activity, instead of responding to SAQs, you’re going to score answers to SAQ prompts to remind you of exactly what the AP graders are looking for when they’re scoring exams. It’s been a bit since you’ve graded SAQs. Remember, it can be helpful to use the ACE acronym (see below) to guide scoring. Each response needs to have all three elements of ACE to receive a point.•Answer the prompt/make a claim.•Cite evidence.•Explain how the evidence supports the claim (often referred to as reasoning).There are four SAQs for you to evaluate on the SAQ Practice: Unit 9 worksheet. Your teacher will give suggestions for how to work through them. Be prepared to discuss your scoring choices with your class. As you compare your scores with your classmates, focus on the evidence eachof you used to justify awarding or withholding the point. Also, keep a close eye on common mistakes that other students have made so you can avoid those when you take the exam!
OER PROJECT: WHAP/ LESSON 9.7 CLOSERSAQ PRACTICE: UNIT 9WORKSHEETUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “SAQ Practice: Unit 9,” OER Project, https://www.oerproject.com/2Directions:Score eachsample answer by determining whether it earns the point for that part of the SAQ.Use the ACE framework (see below) to evaluate whether the response fully addresses the prompt.When you’re finished scoring, find two SAQ responses for which you did not give the point. Write your feedback on the worksheet in the SAQ response column, providing the reason why it did not receive the point.•Answer the prompt/make a claim.•Cite evidence.•Explain how the evidence supports the claim (often referred to as reasoning).SAQ 1—Secondary source document“India gained independence from the British Empire in 1947, but government-imposed tariffs (taxes) and restrictions on foreign investment continued to inhibit the country’s economic growth. Imports and exports were limited mostly to machinery and raw materials. All this changed in 1991, when new laws and policies ‘liberalized’ the Indian economy. Economic liberalization just means theremoval of governmental regulations. These new free-trade policies have attracted more foreign investment in India as large multinational corporations continue to open offices and invest in the country.”Source: Whitney Howarth, “Bangalore: City of High Tech” (2020)SAQpromptSAQ response and reason for scoreScore (or)Identify ONE economic changeHowarthincludes in her description of globalization in the late 1900s.Businessesflourishedaroundtheworldduetobettercommunicationandefficiency.Having moresuccessfulbusinesseshelpedtheeconomy.Reasonforscore:A -C -E -/ 1IdentifyANOTHEReconomic change Howarthincludes in her description of globalizationinthelate 1900s.Populationincreased,andmorecitiesformedmoredenselypackedregionsandareas, makingthedemandforgoodsgreater. This resulted intheeconomygrowingtomeetthoseneeds.Reasonforscore:A -C -E -/ 1Identify ONE downside to theneweraofglobalization in the second half of the twentieth century.Thegovernment’sencouragementoffreetradeledtomorebusinessinvestment,which inturn boostedthe economy. However, loosening government regulation also meantthatbusinessesusedmoreunhealthywaystoproducegoodsincludingincreasingtheirreliance onfossilfuels.Thishasledtoenvironmentaldamageandpollution,whichcontinuesto adversely affect our planet.Reasonforscore:A -C -E -/ 1
OER PROJECT: WHAP / LESSON 9.7 CLOSERSAQ PRACTICE: UNIT 9WORKSHEET3SAQ 2—Primarysource document“Although initially the ... Movement’s tree planting activities did not address issues of democracy and peace, it soon became clear that responsible governance of the environment was impossible without democratic space. Therefore, the tree became a symbol forthe democratic struggle in Kenya. Citizens were mobilised to challenge widespread abuses of power, corruption and environmental mismanagement. In Nairobi’s Uhuru Park, at Freedom Corner, and in many parts of the country, trees of peace were planted to demand the release of prisoners of conscience and a peaceful transition to democracy....As we progressively understood the causes of environmental degradation, we saw the need for good governance. Indeed, the state of any country’s environment is a reflection of the kind of governance in place, and without good governance there can be no peace.”Source: Wangari Maathai, Nobel Prize lecture,The Nobel Foundation, 2004.SAQpromptSAQ response and reason for scoreScore (or)Identify the movement Dr. Maathai references in her speech, and its purpose.Dr. Maathai references the Green Belt Movement, which focused on organizing communities to plant trees.Dr. Maathaibegan the movement as a way to address the environmental problems that Kenya faced.Reasonforscore:A -C -E -/ 1Identify one historical development in the twentiethcentury that shaped Dr. Maathai’s views on the struggle for democracy in Kenya.OnehistoricaldevelopmentinthetwentiethcenturythatshapedDr. Maathai’s views on the struggle for democracy in Kenya wasits struggle for independence during the decolonization movements that took place during the Cold Warand the government corruption that occurred once independence was achieved.Reasonforscore:A -C -E -/ 1Explain how another environmental movement challenged the negative impacts of an increasingly globalized world in the twentiethcentury.Another twentieth-century environmental movement that challenged the negative impacts of globalization is Greenpeace. The mission of Greenpeace is to use nonviolent confrontation to protest environmental destruction. Globalization has increased negative environmental impacts due to the production of plastics and increased shipping for global markets, which has led to the pollution of oceans and the worsening climate crisis.Reasonforscore:A -C -E -/ 1
OER PROJECT: WHAP / LESSON 9.7 CLOSERSAQ PRACTICE: UNIT 9WORKSHEET4SAQ 3—Chart
OER PROJECT: WHAP / LESSON 9.7 CLOSERSAQ PRACTICE: UNIT 9WORKSHEET5SAQpromptSAQ response and reason forscoreScore (or)Explain ONE way in which the data presented in the graph represents the relationship between GDP and life expectancy in Africa.ThedatashowsthatasGDPwentup,sodidlifeexpectancyinAfrica.Reasonforscore:A -C -E -/ 1Explain ONE way in which the data presented in the graph represents the relationship between GDP and life expectancy in the Americas.ThedatashowsthatthehighGDPsinChile,Cuba,andCostaRicarelatetoalongerlife. Reasonforscore:A -C -E -/ 1Explain ONE way in which the data presented in the graph represents the relationship between GDP and life expectancy in the world.ThecountrieswithhigherGDP,suchasMalta,Iceland,andNewZealand,havelongerlife expectancies—closeto80years—whilecountriessuchasSwazilandandMozambiquewith GDPsabout$5Khavemuchlowerlifeexpectancies—around45years.Reasonforscore:A -C -E -/ 1
OER PROJECT: WHAP / LESSON 9.7 CLOSERSAQ PRACTICE: UNIT 9WORKSHEET6SAQ 4—Primary source imageSource: Aerial photograph of the Chernobyl reactor, Ukraine, April 26, 1986.By IAEA Imagbank, CC BY-SA 2.0.
OER PROJECT: WHAP / LESSON 9.7 CLOSERSAQ PRACTICE: UNIT 9WORKSHEET7SAQpromptSAQ response and reason forscoreScore (or)IdentifyONE reason this photograph represents advances in technology since 1900.This photograph of the Chernobyl nuclear reactor represents technological advancements since 1900 because this type of technology was developed in the twentiethcentury to harness the power of nuclear fission to supply electric power that did not rely on fossil fuels.Reasonforscore:A -C -E -/ 1Identify ONE reason this photograph represents the limitations of technological advances since 1900.The destruction of the Chernobyl nuclear reactor represents the limitations of technological advances since 1900 because it is the worst nuclear disaster in history.Reasonforscore:A -C -E -/ 1Using a specific example from the twenty-firstcentury, explain how this type of advancement continues to represent the advantages and limitations of technological advancement.The Fukushimanuclear disaster is a twenty-firstcentury example of this type of advancement and represents the ongoing advantages and limitations of technological advancement.Reasonforscore:A -C -E -/ 1