FRQs (Free Response Questions)

Dos and Don’ts • Rules for Success

Ken Keller, with Julie Wakefield, Allison Cecil, & Sarah Bednarz

FRQ Section Structure

Three questions (50% Total Score; each weighted the same; 75 minutes)
 FRQ 1: no stimulus
 FRQ 2: one stimulus
 FRQ 3: two stimuli
Usually, 7 separate sub questions per FRQ (A-G)- typically in order from least to most difficult. Note it is
possible to have an A-F FRQ and one part be worth two points (in such cases students will be asked to
do TWO things).
 Typically, FRQs will feature content from one primary CED unit and one secondary CED unit (e.g.,
primarily a culture question, but with political tie ins)
 Students will receive 75 minutes in one block and therefore should learn to pace themselves.
Practicing 25 minutes per FRQ or 3-4 minutes per part throughout the year will help!

APHG FRQ Task Verbs

• Identify – Simply state, label or give an example BUT your response must still be in a complete
sentence. The answer may be as simple as being able to state what/where something is, name a
country or cite a language. It may require you to use a provided stimulus (picture, map, chart, etc.).
How would you “identify” different varieties of apples?
– A picture showing a “Red Delicious” apple, for example.
• Define – Needs two sentences containing different bits of information. Tell me what it is. How do
you “define” an apple?
– An apple is a fruit. It contains seeds and grows on a tree.
• Describe – Needs more writing than identify. Tell all about it. How would you “describe” an apple?
– Apples are round with tough skin. They may have a stem attached. They come in different
varieties which vary in color and flavor. You can use apples in many ways.
• Compare- Needs multiple sentences. Explain how something is different and/or similar. Another
version of compare is “Explain ONE difference or Explain ONE similarity.”
o Compare apples to apples (see example below)
o Make sure to include contrasting language/a transition.
o Provide examples if possible and logical, e.g., how would you “compare” two varieties of
apples?
 “Some varieties are green in color, while others are red. Granny Smith are green
and Fuji are red.” (good contrast)
 “Some apples are green. Some apples taste bad” (bad contrast – no transition, no
examples, and not comparing the same aspect of apples (color vs. taste)
• Explain - Needs several sentences for a complete explanation.
– Tell HOW your answer connects to the prompt OR
– Tell WHY your answer connects to the prompt OR
– Show cause and effect
 • State a cause and then write the effect of that cause. Conversely, you might give the
effect first and then give the cause or causes.
– Make sure you provide a specific place example if possible/logical. Explain means you must
state a term, concept, fact, situation, etc. followed by the word because…. After because,
continue to account for the factors that show the sources or origins of what is being
explained. The word because between your two thoughts increases likeliness to receive
credit.
– A good strategy is to think of explaining like a funnel. Start with a broad statement and then
get more specific. End with a specific example, if possible.
• Explain the degree (high, medium, low) to which a geographic concept, process, model, or theory
effectively explains geographic effects in different contexts and regions of the world or a geographic
scale.
• Explain the degree means you need to explain the span, spectrum, or range of what is asked
in the prompt.
• “Colonization affected the languages spoken to a high degree because European languages
often became the official language and are still widely spoken in prior colonies as second
languages.”
• Explain the limitations (weaknesses) of something.
• This means I am going to say HOW and/or WHY the data, theory, model, etc. does not
COMPLETELY represent reality. What can it not do?
• Often this question type is used in conjunction with stimulus material. What does the
material NOT reveal?
• Do not view this as how the data or theory is lying, the data or theory is not lying, but it
cannot show everything.

• Difference between “Identify” and “Explain”:

– Q: Identify ONE outcome of having a high HIV prevalence in a country
– A: “One outcome of having a high number of HIV positive adults is less workers to
contribute economically to the country’s GDP (Gross Domestic Product).”
– Q: Explain ONE outcome of having a high HIV prevalence in a country.
– A: “One outcome of having a high number of HIV positive adults is less workers to
contribute economically to the country’s GDP because people are most likely to contract
AIDS during their working years. Without effective and affordable treatments, many adults
in South Africa cannot continue to contribute economically to the country’s production.”

Student Success Strategies (Things to Emphasize to Your Students and Reinforce)

 Read the question carefully twice and plan your response.
– Create a brief outline for all parts before you begin your answer. Pay attention to key words
such as “ONE positive example.” In this case ONE, positive, and example are all important!
 Circle the task verb
– define, explain, compare, etc., and address what it asks for
 Read the title of the stimuli first and then all the related information
– Analyze the information presented in the prompt and stimuli and refer to specific data
within your answer.
 Write in blue or black ink, no pencil or highlighters should be used!
  Label each part of your response (e.g., A, B, C)
 Skip a line after each part of the question that you answer. For example:
– Answer part A. Then skip a line and answer part B. Then skip a line and answer part C and
so on
 Attack each FRQ strategically
– It is ok to NOT write your response in order, but it is a good idea to answer the parts you
know best and then go back to try and answer all parts. Seek clues in the questions that
lead you to a potential answer.
– It is also ok to skip a part if you are unsure or feel like you are running out of time. You can
still get an awesome score on the APHG exam if you do not answer every part, but
unanswered parts will obviously not earn a point. Focus on the parts you KNOW.
 Do not include an introduction or conclusion or thesis statement unless you feel it helps you stay
organized. Remember, you are answering three seven-part FRQs in 75 minutes.
 Use geographic concepts and vocabulary and be as specific as you can (avoid vague
terms/arguments). Whenever possible, support your responses with SPECIFIC GEOGRAPHIC
EXAMPLES (this means you need to write about a specific place where what you wrote actually
happened).

The ability to sort information into categories enhances your ability to effectively generalize, evaluate &
synthesize. Often FRQs will ask you to base your response on a particular category or categories, such as
the following:
• Economic – pertaining to the ways that people meet their basic material needs; the production,
distribution and consumption of goods and services - includes such issues as domestic and
international trade, monetary policies, and taxation.
• Social – pertaining to people in groups, their living together and relations with one another -
includes such issues as gender, services, economic status & ethnicity.
• Political – pertaining to gaining, seeking, and organizing power; events related to the functions of
government at the local, regional, national, and global levels - includes making, enforcing, and
interpreting laws.
• Environmental – pertaining to the environment in which people live and interact - includes changes
or adaptation in people’s way of life.
• Cultural – pertaining to the technology, arts and institutions of a given group of people at a given
time - includes such issues as customs, practices, traditions, and linguistic communities.
• Demographic – pertaining to the population/people - includes the patterns and processes of growth
and decline, migration, and settlement over time.

Be careful to avoid the following-

• DO NOT use stereotypes when answering FRQs.
• Here is an example of using stereotypes: “Africa is super poor. All Africans are poor, and no
one even goes to school.” “All poor women don’t go to school, and they all have lots of
babies.”
• These answers are WRONG, and they are CRUEL. These answers demonstrate no
geographic thought or understanding.
• Provide real geographic answers – not stereotypes.
• Always and lots—Avoid using words like always, lots, never, bunches, and so forth when answering
FRQs.
• Superlatives like never and always are just not found much in the real world. It makes sense
that they do not make good FRQ answers.
• Words like lots and a bunch do not provide specificity or quantity sufficient to adequately
answer an FRQ prompt.
• Have you ever said or heard someone say, “You know what I meant!”? Sometimes, teachers read
FRQs and know the student knows something, but they never addressed what the FRQ prompt
asked.