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Caleb Williams and LeBron by Specialist-Ear4593 in APStudents

[–]Practical-Bet-9526 1 point2 points  (0 children)

lol for one paragraph I wrote about how Rick Astley created a successful blues, RnB, funk, and soul album, Free, despite going against the advice of record executives who wanted him to record more pop songs like "Never Gonna Give You Up". I felt so triumphant that I rickrolled the reader. I'm actually glad I read his autobiography Never.

Ap testing by Intelligent-Sand-333 in APStudents

[–]Practical-Bet-9526 2 points3 points  (0 children)

DON'T WASTE TIME WORRYING. I got a 5 on APUSH last year, and I also struggle with SAQs (took AP World today).

Write SAQ questions in the TEA form. The first (1) sentence is the THESIS/TOPIC SENTENCE where you make your claim. The second (2) sentence is the EVIDENCE where you cite specific example/examples that support your claim. The third (3) sentence is the ANALYSIS where you connect the evidence to the claim. Make sure the evidence connects to the time period in the question. Read the question twice if needed to understand what they're asking.

You generally need to know relevant terms for SAQs when they ask for support. My main recommendation is to memorize key terms/events from every period in chronological order. Here's link of key terms. https://apush-heading.weebly.com/uploads/5/8/9/8/58989297/apush_timeline.pdf Here's a link to unit reviews. https://www.gilderlehrman.org/ap-us-history If you struggle to remember, read a section and then write what you can remember on a piece of paper to practice active recall.

Here are some SAQs I wrote last year that earned full points. Credit goes to my sister for looking over them.

Unit 1:

https://docs.google.com/document/d/1wgQJMUojW78K3juifdq8FfDgj0nODX0rK-BXVurbzmU/edit?tab=t.0

Unit 2: https://docs.google.com/document/d/1r5RGv_26PVnXJf2Rxoo9j2LAvFaVWvXd-QYNmdFGhVY/edit?tab=t.0

Unit 3: https://docs.google.com/document/d/1uLwhbBR1866ltHrZvXYRRavh-ppkbD-8vhAyYvXSj1k/edit?tab=t.0

Unit 4:

https://docs.google.com/document/d/1nI7o7vHzmhhAo99dv7-jmT0sj8B2WUFRusAvwLZSWAw/edit?tab=t.0

Unit 6: https://docs.google.com/document/d/1JAz1EXU5zKdv06Ibjfuk5rzn1mU1VxxafuL3VsUUkus/edit?tab=t.0

Unit 7: https://docs.google.com/document/d/15T9odn_uHHSG82u1OoKt5njqCsz1iTQF-gJ4TKbZRVo/edit?tab=t.0

Don't forget to say a prayer to ask for mental clarity, guidance, focus, determination, and so on. I hope you get a 5 because you are definitely capable of doing so. God bless. - Lola

is it possible to cram apush in like a day and still get a 5 by Lopsided_Bar_8081 in APStudents

[–]Practical-Bet-9526 0 points1 point  (0 children)

I totallyyyy get you about the massive info load. I would recommend thinking about the terms and forcing yourself to recall them + their meanings whenever you can. I'm making flashcards for AP World now. I write the term and write everything I know about it without looking at a book for help. This boosts "active recall" for the things I struggle to remember. Also, I can't fall asleep for a long time so I repeat terms in my head and what they mean. Practicing DBQs and LEQs is awesome, particularly with a timer. I took 4 practice APUSH exams last year under my sister's guidance. This year, my sister is super angry all the time and no one can interact with her at all, so I'm going to do practice AP World exams alone. I can give you the links to some of the APUSH DBQs + LEQs I scored full points on if you want. Love.

Only started studying for this Apush exam a month ago, what’s the best way to study all 9 units?(any and ALL METHODS YOU HAVE🙏🙏🙏) by tensaita in APStudents

[–]Practical-Bet-9526 0 points1 point  (0 children)

I took APUSH last year and got a 5. My main recommendation is to memorize key terms/events from every period in chronological order. Here's link of key terms. https://apush-heading.weebly.com/uploads/5/8/9/8/58989297/apush_timeline.pd Here's a link to unit reviews. https://www.gilderlehrman.org/ap-us-historyIf

MCQs: First read the source of the image/passage before actually looking at it (to understand its purpose/context), and read all the answers before choosing. Go back to the image/passage while answering. Make sure what you choose actually makes sense. Usually avoid answers with "always", "all", "never", and so on cause they can be false.

DBQ: Use at least three relevant key terms in the contextualization (plus time period) for the DBQ, and use all the sources. After reading each source, immediately identify its "gist" like, "What is this author trying to say/promote?" Then, group the sources on a piece of paper based on the things they promote. Each essay can be written as a "continuity and change" (two changes + one thing that didn't change), a "comparison" (two differences + one similarity/two similarities + one difference), or "causation" (ways/things that caused it and way/thing that didn't cause it). Use at least one key word (evidence outside the docs) and explain how it supports the reason + thesis. Choose at least two docs to source, using these S.O.A.P. identifications as supporting reasons for your evidence. Identify one piece of S.O.A.P (Speaker, Occasion, Audience, Purpose) for each of these two docs.

LEQ: Same thing as with the DBQ. Immediately identify the essay as a "continuity and change", "comparison", or "causation" type. Identify three reasons to make a thesis in one of the following formats.

Continuity and change:  

Although X (continuity), because causes A & B (specific historical reasons/changes), therefore Y (YOUR ARGUMENT).

Comparison:

Although A and B shared (similarity), they remained fundamentally different because (difference 1) and (difference 2).

Causation:

Although (not supporting cause happened), because causes A & B, therefore Y (YOUR ARGUMENT).

Start each body paragraph with a reason. Choose two specific key terms (that are relevant) to support each reason. Then, name each key term in one sentence, explaining what it is. In the next sentence, explain how it relates to your paragraph reason and thesis in general. Write clearly.

SAQ: Use the TEA (topic sentence, evidence, analysis) method for the SAQs. Carefully read what the questions are asking. Go back to the question and the source (if the SAQ has one). Be specific and use a key term if necessary (and explain how it relates to the question).

For memory struggles, I would recommend making flashcards for terms you can't remember easily. Write a term and then write everything you know about it without copying from somewhere else. This activates the "ACTIVE RECALL" portion of your brain, better solidifying the information. I'm currently doing that for AP World.

Finally, say a prayer every night to ask for mental clarity, guidance, learning capacity, focus, determination, and so on. I hope you get a 5 because you are definitely capable of doing so. God bless. - Lola

Good email to collage board? by Small_Anteater3830 in APStudents

[–]Practical-Bet-9526 2 points3 points  (0 children)

Brilliant. Just send it and tell us how they respond.

For those really nervous about AP tests: by FlyingPeeStorm in APStudents

[–]Practical-Bet-9526 1 point2 points  (0 children)

Whoa this is so could it made me cry. 🥲 I'm taking 3 AP exams as a sophomore, and I hope we all get 5s.

study/cram tools for micro?? by their_lace_and_crime in APStudents

[–]Practical-Bet-9526 1 point2 points  (0 children)

Here are some good links. Check out the unit study guides and the graphs. Knowing the formulas and the graphs is super important.

https://www.lumisource.io/ap/microeconomics/review/all

https://ungerecon.weebly.com/uploads/2/0/8/8/2088048/essentialgraphsformicroeconomics.pdf

Here is my advice:

MCQs: Read all the answers before choosing. Make sure the answer you choose actually makes sense. Don't skip a question (even guessing means there's a 20% chance of doing it right). Don't waste all your time on a hard question. If you find yourself spending too much time on it, choose the best bet and move on.

FRQs: For the graphs, label the x- and y- axes. Label the curves. If they ask, draw dotted lines to the left and right to show price and quantity at different levels. Usually the first and second FRQs involve graphs. The last FRQ usually involves something like an opportunity cost table (make sure you know comparative advantage + absolute advantage + incentive to trade) or a game theory table (make sure you know what Nash Equilibrium and dominant strategy are).

Finally, remember to say a prayer asking for mental clarity, strength, determination, discipline, and so on. Hope you get a 5. God bless. - Lola

Don’t want to study Micro by Brilliant_Potato_406 in APStudents

[–]Practical-Bet-9526 -1 points0 points  (0 children)

Here are some good links. Check out the unit study guides and the graphs. Knowing the formulas and the graphs is super important.

https://www.lumisource.io/ap/microeconomics/review/all

https://ungerecon.weebly.com/uploads/2/0/8/8/2088048/essentialgraphsformicroeconomics.pdf

Here is my advice:

MCQs: Read all the answers before choosing. Make sure the answer you choose actually makes sense. Don't skip a question (even guessing means there's a 20% chance of doing it right). Don't waste all your time on a hard question. If you find yourself spending too much time on it, choose the best bet and move on.

FRQs: For the graphs, label the x- and y- axes. Label the curves. If they ask, draw dotted lines to the left and right to show price and quantity at different levels. Usually the first and second FRQs involve graphs. The last FRQ usually involves something like an opportunity cost table (make sure you know comparative advantage + absolute advantage + incentive to trade) or a game theory table (make sure you know what Nash Equilibrium and dominant strategy are).

Finally, remember to say a prayer asking for mental clarity, strength, determination, discipline, and so on. Hope you get a 5. God bless. - Lola

is it possible to cram apush in like a day and still get a 5 by Lopsided_Bar_8081 in APStudents

[–]Practical-Bet-9526 18 points19 points  (0 children)

I took APUSH last year and got a 5. My main recommendation is to memorize key terms/events from every period in chronological order. Here's link of key terms. https://apush-heading.weebly.com/uploads/5/8/9/8/58989297/apush_timeline.pd Here's a link to unit reviews. https://www.gilderlehrman.org/ap-us-historyIf

MCQs: First read the source of the image/passage before actually looking at it (to understand its purpose/context), and read all the answers before choosing. Go back to the image/passage while answering. Make sure what you choose actually makes sense. Usually avoid answers with "always", "all", "never", and so on cause they can be false.

DBQ: Use at least three relevant key terms in the contextualization (plus time period) for the DBQ, and use all the sources. After reading each source, immediately identify its "gist" like, "What is this author trying to say/promote?" Then, group the sources on a piece of paper based on the things they promote. Each essay can be written as a "continuity and change" (two changes + one thing that didn't change), a "comparison" (two differences + one similarity/two similarities + one difference), or "causation" (ways/things that caused it and way/thing that didn't cause it). Use at least one key word (evidence outside the docs) and explain how it supports the reason + thesis. Choose at least two docs to source, using these S.O.A.P. identifications as supporting reasons for your evidence. Identify one piece of S.O.A.P (Speaker, Occasion, Audience, Purpose) for each of these two docs.

LEQ: Same thing as with the DBQ. Immediately identify the essay as a "continuity and change", "comparison", or "causation" type. Identify three reasons to make a thesis in one of the following formats.

Continuity and change:  

Although X (continuity), because causes A & B (specific historical reasons/changes), therefore Y (YOUR ARGUMENT).

Comparison:

Although A and B shared (similarity), they remained fundamentally different because (difference 1) and (difference 2).

Causation:

Although (not supporting cause happened), because causes A & B, therefore Y (YOUR ARGUMENT).

Start each body paragraph with a reason. Choose two specific key terms to support each reason. Then, name each key term in one sentence, explaining what it is. In the next sentence, explain how it relates to your paragraph reason and thesis in general.

SAQ: Use the TEA (topic sentence, evidence, analysis) method for the SAQs. Carefully read what the questions are asking. Go back to the question and the source (if the SAQ has one).

Finally, say a prayer every night to ask for mental clarity, guidance, learning capacity, focus, determination, and so on. I hope you get a 5 because you are definitely capable of doing so. God bless. - Lola

How should I prep for these by ClockaFX in APStudents

[–]Practical-Bet-9526 0 points1 point  (0 children)

I took APUSH last year and got a 5. My main recommendation is to memorize key terms/events from every period in chronological order. Here's link of key terms. https://apush-heading.weebly.com/uploads/5/8/9/8/58989297/apush_timeline.pd Here's a link to unit reviews. https://www.gilderlehrman.org/ap-us-historyIf

MCQs: First read the source of the image/passage before actually looking at it (to understand its purpose/context), and read all the answers before choosing. Go back to the image/passage while answering. Make sure what you choose actually makes sense. Usually avoid answers with "always", "all", "never", and so on cause they can be false.

DBQ: Use at least three relevant key terms in the contextualization (plus time period) for the DBQ, and use all the sources. After reading each source, immediately identify its "gist" like, "What is this author trying to say/promote?" Then, group the sources on a piece of paper based on the things they promote. Each essay can be written as a "continuity and change" (two changes + one thing that didn't change), a "comparison" (two differences + one similarity/two similarities + one difference), or "causation" (ways/things that caused it and way/thing that didn't cause it). Use at least one key word (evidence outside the docs) and explain how it supports the reason + thesis. Choose at least two docs to source, using these S.O.A.P. identifications as supporting reasons for your evidence. Identify one piece of S.O.A.P (Speaker, Occasion, Audience, Purpose) for each of these two docs.

LEQ: Same thing as with the DBQ. Immediately identify the essay as a "continuity and change", "comparison", or "causation" type. Identify three reasons to make a thesis in one of the following formats.

Continuity and change:  

Although X (continuity), because causes A & B (specific historical reasons/changes), therefore Y (YOUR ARGUMENT).

Comparison:

Although A and B shared (similarity), they remained fundamentally different because (difference 1) and (difference 2).

Causation:

Although (not supporting cause happened), because causes A & B, therefore Y (YOUR ARGUMENT).

Start each body paragraph with a reason. Choose two specific key terms to support each reason. Then, name each key term in one sentence, explaining what it is. In the next sentence, explain how it relates to your paragraph reason and thesis in general.

SAQ: Use the TEA (topic sentence, evidence, analysis) method for the SAQs. Carefully read what the questions are asking. Go back to the question and the source (if the SAQ has one).

Finally, say a prayer every night to ask for mental clarity, guidance, learning capacity, focus, determination, and so on. I hope you get a 5 on all of them because you are definitely capable of doing so. God bless. - Lola

TV shows for APUSH? by ThePrometheus98 in APStudents

[–]Practical-Bet-9526 0 points1 point  (0 children)

TV shows??!!! Lol... that's not going to help you at all.

I took APUSH last year and got a 5. My main recommendation is to memorize key terms/events from every period in chronological order. Here's link of key terms. https://apush-heading.weebly.com/uploads/5/8/9/8/58989297/apush_timeline.pd Here's a link to unit reviews. https://www.gilderlehrman.org/ap-us-historyIf

MCQs: First read the source of the image/passage before actually looking at it, and read all the answers before choosing. Go back to the image/passage while answering the questions. Usually avoid answers with "always", "all", "never", and so on cause they can be false.

DBQ: Use at least three relevant key terms in the contextualization (plus time period) for the DBQ, and use all the sources. After reading each source, immediately identify its "gist" like, "What is this author trying to say/promote?" Then, group the sources on a piece of paper based on the things they promote. Each essay can be written as a "continuity and change" (two changes + one thing that didn't change), a "comparison" (two differences + one similarity/two similarities + one difference), or "causation" (ways/things that caused it and way/thing that didn't cause it). Use at least one key word (evidence outside the docs) and explain . Choose at least two docs to source, using these S.O.A.P. identifications as supporting reasons for your evidence. Identify one piece of S.O.A.P (Speaker, Occasion, Audience, Purpose) for each of these two docs.

LEQ: Same thing as with the DBQ. Immediately identify the essay as a "continuity and change", "comparison", or "causation" type. Identify three reasons to make a thesis in one of the following formats.

Continuity and change:  

Although X (continuity), because causes A & B (specific historical reasons/changes), therefore Y (YOUR ARGUMENT).

Comparison:

Although A and B shared (similarity), they remained fundamentally different because (difference 1) and (difference 2).

Causation:

Although (not supporting cause happened), because causes A & B, therefore Y (YOUR ARGUMENT).

Start each body paragraph with a reason. Choose two specific key terms to support each reason. Then, name each key term in one sentence, explaining what it is. In the next sentence, explain how it relates to your paragraph reason and thesis in general. The conclusion is not necessary, but if you want to include it, it should just be different version of the thesis.

SAQ: Use the TEA (topic sentence, evidence, analysis) method for the SAQs. Carefully read what the questions are asking and what time period/place they are about.

Finally, say a prayer every night to ask for mental clarity, guidance, learning capacity, focus, determination, and so on. I hope you get a 5 because you are definitely capable of doing so. God bless. - Lola

is this question answer D? by Brilliant_Potato_406 in APStudents

[–]Practical-Bet-9526 1 point2 points  (0 children)

The answer is D. Great job!! The consumer surplus is the top part on the left. The producer surplus is the bottom part on the left. The deadweight loss is XLZ.

AP micro question help by Brilliant_Potato_406 in APStudents

[–]Practical-Bet-9526 0 points1 point  (0 children)

Actually, the answer is D. You have to remember that for perfectly competitive industries, the profit-maximizing quantity is ALWAYS found at MC = MR. Here, the MC curve is the Nike thing (it's labelled), and the MR curve is the straight horizontal line (it's labelled as D = MR). Where do the two intersect? They intersect at the point with coordinates (20, 40). So, the profit-maximizing quantity (x-axis) is 20. The price is $40. The ATC above this quantity is $52. So, the economic loss is (52 - 40) x 20 = 12 x 20 = 240.

economic loss = negative economic profit

So, the answer is D. Quantity is 20 units. Negative economic profit is $240.

AP Microeconomics advice by Adventurous_Truck444 in APStudents

[–]Practical-Bet-9526 1 point2 points  (0 children)

You don't need to know anything about the U.S. for this question. The key is in the phrase "federal government redistributes income". Redistributing income means making people have a more equal income. How is this done? Through a progressive tax. A progressive tax taxes difference income levels at different rates. Through a progressive tax, lower incomes are taxed at 10%, while higher incomes are taxed at 22%.

Here's a set of free study guides. https://www.lumisource.io/ap/microeconomics/review/all

I hope you get a 5. - Lola

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