AP World History Practice Exam from the Course and Exam Description

World

History

Practice Exam

FROM THE COURSE AND EXAM

DESCRIPTION

Updated

Fall 2017

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Updated October 2017

Revised the question prompts for the long essay questions.

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Contents

About AP 1

AP World History Exam 4

Exam Overview 4

Practice Exam 5

Section I, Part A: Multiple-Choice Questions 5

Section I, Part B: Short-Answer Questions 34

Section II, Part A: Document-Based Question 37

Section II, Part B: Long Essay Questions 41

Answer Key and Question Alignment to Course Framework 42

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Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and

College Graduation (Austin, Texas: National Center for Educational Accountability, 2006).

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AP World History Practice Exam

About AP

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principle for their AP programs by giving all willing and academically prepared students the

opportunity to participate in AP. We encourage the elimination of barriers that restrict access

to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally

underserved. Schools should make every eort to ensure their AP classes reect the diversity

of their student population. The College Board also believes that all students should have

access to academically challenging course work before they enroll in AP classes, which can

prepare them for AP success. It is only through a commitment to equitable preparation and

access that true equity and excellence can be achieved.

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AP World History Practice Exam

About AP

How AP Exams Are Scored

The exam scoring process, like the course and exam development process, relies on the

expertise of both AP teachers and college faculty. While multiple-choice questions are

scored by machine, the free-response questions are scored by thousands of college faculty

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AP Score Qualication

5 Extremely well qualied

4 Well qualied

3 Qualied

2 Possibly qualied

1 No recommendation

Additional Resources

Visit apcentral.collegeboard.org for more information about the AP Program.

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AP World History Practice Exam

About AP

AP World History Exam

Exam Overview

The AP World History Exam is 3 hours and 15 minutes long and includes both a 95-minute

multiple-choice and short-answer section (Section I) and a 100-minute free-response section

(Section II). Each section is divided into two parts, as shown in the table below. Student

performance on these four parts will be compiled and weighted to determine an AP Exam score.

Section Question Type

Number of

Questions Timing

Percentage of

Total Exam Score

Part A: Multiple-choice

questions

Part B: Short-answer

questions

55 questions

3 questions

Required

Question 1:

periods 3–6

Required

Question 2:

periods 3–6

Choose

between

Question 3:

periods 1–3

Question 4:

periods 4–6

55 minutes

40 minutes

40%

20%

Part A: Document-based

question

Part B: Long essay

question

1 question:

periods 3–6

1 question,

chosen from

three options

on the same

theme:

periods 1–2

periods 3–4

periods 5–6

60 minutes

(includes

15-minute

reading period)

40 minut

25%

15%

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AP World History Practice Exam

Practice Exam

After the practice exam you will nd a table that shows which key concepts, learning

objectives, and primary practice or skill is assessed in each question. The table also provides

the answers to the multiple-choice questions.

Section I

Part A: Multiple-Choice Questions

As demonstrated in the following section, question sets will be organized around two to ve

questions that focus on a primary or secondary source.

Questions 1–3 refer to the passage below.

“And if you, my vassal, disobey or break this treaty, may the god Adad, the canal inspector

of heaven and earth, put an end to all vegetation in your land. May his waters hit your

land with a severe destructive downpour. May locusts devour your crops. May there be

no sound of grinding stone in your houses. May the wild animals eat your bread, and may

your spirit have no one to take care of it and pour oerings of wine for it.”

Excerpt from a treaty between an Assyrian king and the ruler of a

subject city-state in northwestern Iran, circa 670 ...

1. e particular consequences invoked in the ritual curse in the treaty most strongly

support which of the following statements about ancient Mesopotamia?

(A) States’ legitimacy was based on claims to secular authority.

(B) Ongoing environmental degradation occurred as a byproduct of the spread of

pastoralism.

governments.

(D) e domestication of plants occurred before the domestication of animals.

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AP World History Practice Exam

Section I, Part A

2. A historian would most likely use this passage in the treaty to illustrate which of the

following?

(A) e precarious nature of early civilizations’ relationship to their physical environment

(B) e negative eect of overpopulation on urban sanitation and health

(D) e nutritional deciencies suered by early agricultural populations

3. Which of the following was an important long-term eect of the expansion of the

Assyrian Empire?

(A) e diusion of monotheistic religious beliefs to East Asia

(B) e development of the Greek alphabet

trigonometry

(D) e establishment of Jewish diasporic communities as a result of Assyrian military

conquest

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AP World History Practice Exam

Section I, Part A

Questions 4–6 refer to the passage below.

“Marriage precedes all other duties of life. e dierent kinds of marriage are:

• the giving in marriage of a bride with a dowry . . .

• the giving in marriage of a bride in exchange for a couple of cows

• the giving in marriage of a bride to a priest

• the voluntary union of a maiden and her lover

• the giving in marriage of a bride aer receiving plenty of wealth from the groom’s family

Of these, the rst three are ancestral customs of old and are valid on their being approved of

by the father of the bride. e rest are to be sanctioned by both the father and the mother. . . .

Any kind of marriage [that meets the above conditions] is approvable. . . .

Sons begotten by men of higher caste and women of lower caste are considered to be of

mixed caste. Sons begotten by men of lower caste and women of higher caste originate on

account of kings violating all norms of proper behavior.”

Arthashastra, a legal and political treatise produced for Chandragupta,

a Hindu ruler of the Mauryan dynasty in India, circa 300 ...

4. Compared to the regulations in the excerpt, Buddhist practices concerning gender roles

in the period 600 .. to 600 ... diered in that they

(A) rejected the validity of marriage as an institution

(B) oered women and men the possibility of monastic life as an alternative to marriage

decisions

(D) asserted that only marriages based on the free choice of both spouses were valid

5. e views expressed in the excerpt are best seen as evidence of which of the following

in Mauryan society?

(A) e persistence of patriarchy

(B) e absence of inter-caste marriages

(D) e rulers’ lax enforcement of religious doctrine

6. Which of the following changes to Mauryan religious policy occurred under

Chandragupta’s grandson, Emperor Ashoka?

(A) e emergence of a syncretic Indo-Greek system of religious belief

(B) e secularization of the Mauryan state

(D) e establishment of Islam as the dominant religion of northern India

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AP World History Practice Exam

Section I, Part A

Questions 7–9 refer to the passage below.

“e ruler is a boat; people are the water. e water can carry the boat; the water can

capsize the boat. . . . A man may be the descendant of kings, lords, or nobles, but if he does

not observe the norms of ritual and proper behavior he must be relegated to the status

of a commoner. Similarly, he may be a descendant of commoners, but if he accumulates

learning of the texts, corrects his behavior, and observes the norms of ritual and proper

behavior—then he must be elevated to the ranks of high ministers, lords, and nobles.”

Xunzi, Chinese philosopher, circa 250 ...

7. According to the passage, Xunzi was advocating an approach to governance that most

clearly reected the principles of

(A) Daoism

(B) Legalism

(D) Buddhism

8. Xunzi’s idealized vision of Chinese society in the passage diers most strongly from the

social structure of which of the following?

(A) Roman society during the late empire

(B) Hindu society in South Asia during the Gupta Empire

(D) Mongol society during the period of Mongol conquests

9. Ideas similar to those expressed in the passage have directly contributed to the

development of which of the following aspects of later Chinese imperial history?

(A) e long-standing tradition of Chinese leadership in technological, agricultural,

and commercial innovation relative to the rest of the world

(B) e expectation that emperors must be judged by a dierent set of ethical

standards all other members of society

(D) e practice of recruiting capable bureaucrats on the basis of educational

achievement rather than noble birth

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AP World History Practice Exam

Section I, Part A

Questions 10–12 refer to the graph below.

By 400 C.E. By 500 C.E.

PERCENTAGE OF VILLAGES DEPOPULATED IN

THE WESTERN ROMAN EMPIRE, 400 TO 500

C.E.

North Gaul

Italy

South Gaul

South Spain

North Spain

Britain

Belgica

100

Percent Depopulated

Data adapted from David C. Baker, “The Roman Dominate from the Perspective of Demographic-Structural Theory,”

Cliodynamics, Vol. 2, 2011

10. Which of the following best explains the overall demographic trend shown in the chart?

(A) e spread of the bubonic plague by the Mongol invasions

(B) Migrations to Christian population centers in the Mediterranean

(D) Invasions by Germanic and Central Asian peoples

11. Which of the following best describes the Roman response to the trend shown on the chart?

(A) Shiing power and resources to the east, eventually resulting in the creation of the

Byzantine Empire

(B) Sponsoring the further development of commercial infrastructure, particularly roads

emperor Constantine

(D) Building an elaborate system of fortications along the northern frontier, such as

Hadrian’s Wall

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AP World History Practice Exam

Section I, Part A

12. Which of the following emerged in western Europe aer 500 .. in large part as a

reaction to the changes illustrated by the chart?

(A) e development of cash crop plantations relying on slave labor

(B) e binding of peasants to the land as part of the development of feudal society

(D) e development of self-governing professional guilds

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AP World History Practice Exam

Section I, Part A

Questions 13–15 refer to the two tables below.

Table 1

ORIGIN OF THE COINS IN A BURIED CACHE FROM CIRCA 750 C.E., FOUND NEAR

XI’AN, CENTRAL CHINA

Origin of the Coins Date of the Coins (approximate) Number of Coins

Chinese, pre-dating the Tang dynasty 500

b.c.e.–550 c.e. 19

Early Tang dynasty 600–750

c.e. 451

Sassanian dynasty, Persia 600

c.e. 1

Byzantine Empire 600

c.e. 1

City of Turfan, Central Asia 650

c.e. 1

Japan, Nara period 710

c.e. 5

TOTAL 478

Table 2

ORIGINS OF THE COINS IN A VIKING BURIED CACHE FROM CIRCA 900 C.E., FOUND IN

NORTHWESTERN ENGLAND

Origin of the Coins Number of Coins (approximate)

Viking kingdoms in northern England 5,000

Anglo-Saxon kingdoms in southern England 1,000

Carolingian Frankish Empire 1,000

Viking states in Scandinavia 50

Abbasid Caliphate 50

Papacy and Northern Italian states 20

Byzantine Empire 1

TOTAL 7,200

13. Which of the following conclusions is best supported by the data in Table 1

(A) e Tang emperors’ legitimacy continued to be challenged in many parts of China.

(B) e great majority of economic transactions in Tang China continued to be carried

out through barter.

merchant communities.

(D) Long-distance trade routes were active during the early Tang period, even as most

trade in China remained local.

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AP World History Practice Exam

Section I, Part A

14. A historian researching the economic history of Eurasia in the period circa

600–1450 .. would most likely nd the two tables useful as a source of information

about which of the following?

(A) e diusion of cultural traditions along Eurasian trade routes

(B) e spread of technological innovations across regions in Eurasia

(D) e extent to which government economic policies in Eurasia in the

period 600–1450 represented a continuity of earlier policies

15. e data presented in the two tables best support which of the following comparative

statements about Tang China and Viking England?

(A) Elites in Tang China were less wealthy than elites in Viking England.

(B) Merchants stood at the top of the social hierarchies in both Tang China and Viking

England.

(D) Coinage was seen as a useful means of storing value in both Tang China and

Viking England.

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AP World History Practice Exam

Section I, Part A

Questions 16–18 refer to the passage below.

“At that time, great disturbances erupted among the lower ranks of people, by which

England was nearly ruined. Never was a country in such jeopardy, and all because some

commoners sought to claim liberties to which they were not entitled. It is customary

in England, as in other countries, for the nobility to have great privileges over the

commoners, who are bound by law and custom to plow the lands of nobles, harvest the

grain, carry it to the barn, and perform various other services for their lords.

e evil-disposed in these districts began to rise, saying they were too severely oppressed;

that at the beginning of the world there were no unfree people, and that no one ought to be

treated as such, unless he had committed treason against his lord, as Lucifer had done against

God: but they had done no such thing, for they were men formed aer the same likeness as

their lords, who treated them like beasts. ey could no longer bear this, and wanted to be

free. And if they were to do any work for their lords, they demanded to be paid for it.”

Jean Froissart, French chronicler, late 1300s

16. e events described in the passage represent a reaction against which of the following

forms of coerced labor?

(A) Slavery

(B) Military conscription

(D) Serfdom

17. English nobles resisted peasant demands such as those described in the passage

because agricultural labor in many parts of fourteenth-century Afro-Eurasia had

become scarce as a result of which of the following developments?

(A) e migration of peasants to cities in search of industrial employment

(B) Signicant increase in mortality due to the spread of epidemic diseases

(D) Widespread famine resulting from rising global temperatures

18. All of the following statements are factually accurate. Which most likely explains

Froissart’s view of the peasants’ grievances discussed in the passage?

(A) Even though he was French, Froissart traveled to England to collect information

for his chronicles.

(B) Peasant revolts were fairly common in medieval Europe.

(D) In addition to his chronicles, Froissart wrote a work of romance based on the

legend of King Arthur.

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AP World History Practice Exam

Section I, Part A

Questions 19–22 refer to the maps below.

TYPICAL SAILING ROUTES AND SCHEDULES OF OMANI MERCHANTS TRAVELING TO

EAST AFRICA AND CHINA FROM MUSCAT, CIRCA 1400 C.E.

Muscat

Sohar

Kulam

Mali

Kalah

Bar

Sanf

Fulaw

Khanfu (Canton)

OUTBOUND

1 November

2 December–February

3 February–March

4 April–May

RETURN

5 October–December

6 December–January

7 February–March

8 April–May

Zanzibar

Lamu

Mogadishu

Pate

Shihr

Aden

Raysut

Muscat

Sohar

Kulam

Mali

Kalah

Bar

Sanf

Fulaw

Khanfu (Canton)

OUTBOUND

1 November

2 November–December

3 December–January

4 January

5 February

RETURN

6 April–May

Zanzibar

Lamu

Mogadishu

Pate

Shihr

Aden

Raysut

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AP World History Practice Exam

Section I, Part A

19. e particular routes and timings of the voyages depicted on the maps best reect

which of the following characteristics of Omani merchants?

(A) eir Islamic ritual observances, which made travel dicult during the fasting

period of Ramadan

(B) eir advanced knowledge of Indian Ocean currents and monsoon wind patterns

trading ships

(D) eir control of the sources of grain needed by Chinese and East African cities

20. Based on the maps and your knowledge of world history, which of the following best

describes the eect of the spread of Islam on Indian Ocean trade?

(A) It led to the expansion and intensication of commerce along already existing

trade routes.

(B) It led to the disappearance of previously established trade networks.

maritime trade.

(D) It led to the rst creation of trade links between previously isolated world regions.

21. Which of the following factors contributed the most to Omani traders’ ability to

undertake the voyages depicted on the maps?

(A) e strong backing for the voyages by the Caliphate

(B) Navigational and maritime innovations, such as the astrolabe and lateen sail

Indian Ocean basins

(D) Innovations in agriculture, which allowed the Omani population to increase rapidly

22. Which of the following could be best inferred about the South and East Asian trading

cities shown on the maps?

(A) ey were under the direct political control of Oman.

(B) ey had a majority Arab population.

(D) ey were primarily sources of slave labor for the Omanis.

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AP World History Practice Exam

Section I, Part A

Questions 23–26 refer to the two diagrams below.

Americas

Export: 302 Tons

Use: 66 Tons

Western Europe

Import: 158 Tons

Re-export: 110 Tons

East and South Asia

Import: 109 Tons

268 Tons

Southern African Route

16 Tons

Tons

The Pacific Route

34 Tons

Rest of Europe

and the Middle East

Import: 94 Tons

Japan

Export: 59 Tons

Use: Unknown

59 Tons

WORLD SILVER FLOWS, 1600–1650 C.E., METRIC TONS PER YEAR (average)

Americas

Export: 533 Tons

Use: 117 Tons

Western Europe

Import: 230 Tons

Re-export: 270 Tons

East and South Asia

Import: 193 Tons

500 Tons

Southern African Route

160 Tons

110

Tons

Rest of Europe

and the Middle East

Import: 110 Tons

Japan

Export: 0 Tons

Use: Unknown

0 Tons

WORLD SILVER FLOWS, 1725–1750 C.E., METRIC TONS PER YEAR (average)

The Pacific Route

33 Tons

Source: Ronald Findlay and Kevin H. O’Rourke, Power and Plenty: Trade, War, and the World Economy in the Second

Millennium, Princeton University Press, 2007, p. 218.

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AP World History Practice Exam

Section I, Part A

23. Which of the following economic conditions was most important in creating the global

trade network illustrated by the two diagrams?

(A) American demand for labor and African supply of slaves

(B) Japanese supply of silver and Middle Eastern demand for spices

Asian supply of cash crops

(D) Chinese and Indian demand for precious metals and European demand for Asian

textiles and luxury goods

24. In the eighteenth century, which of the following contributed most directly to the

change in the volume of silver trade on the Southern African route?

(A) e development of new types of ships, such as the caravel and the carrack

(B) e expanded activities of chartered and joint-stock companies

(D) e discovery of gold and diamonds in southern Africa

25. Which of the following was an important direct eect on Europe of the processes

reected in the diagrams?

(A) e independence movements in Spanish and Portuguese colonies

(B) e industrialization of parts of England, France, and Germany

(D) Religious conicts between Catholics and Protestants

26. Which of the following was an important continuity underlying the trade interactions

illustrated by the two diagrams?

(A) e resilience of the Chinese economy, despite the dynastic change from Ming

to Qing

(B) e industrial and commercial supremacy of Great Britain in western Europe

Asian governments

(D) e ongoing expansion of Muslim empires, such as the Ottoman and the Safavid

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AP World History Practice Exam

Section I, Part A

Questions 27–29 refer to the image below.

The image above, from seventeenth-century Ethiopia, shows the Virgin Mary and Christ Child

with the merchant who commissioned the painting lying below.

27. e painting is best seen as evidence for which of the following?

(A) e lasting impact of the spread of Christianity through Afro-Eurasia during the

period of the late Roman Empire

(B) e success of crusaders in spreading Christianity into East Africa

period aer the Muslim conquests

(D) e migration of Bantu peoples across Africa

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AP World History Practice Exam

Section I, Part A

28. e painting can best be used as evidence for which of the following world historical

trends that took place during the period 1450 .. to 1750 ..?

(A) e use of art to glorify rulers

(B) e sponsorship of art by new elites

(D) e diusion of African artistic traditions across Indian Ocean trade routes

29. Ethiopia’s cultural traditions reected in the painting had which of the following

eects on Ethiopia’s interactions with European colonial empires in the late

nineteenth century?

(A) ey provided Ethiopians with an additional rationale for resisting European

encroachment.

(B) ey created an opportunity for Ethiopia to participate in the European

alliance system.

to Europeans.

(D) ey contributed to the isolation of Ethiopia from the emerging global

labor network.

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AP World History Practice Exam

Section I, Part A

Questions 30–32 refer to the table below.

POPULATION OF THE HAWAIIAN ISLANDS, 1778–1878

Year Population

1778 242,000

1823 135,000

1831–32 124,000

1835–36 107,000

1850 84,000

1853* 73,000

1860 70,000

1866 63,000

1872 57,000

1878** 58,000

*1853: 97.5% of the population born in Hawaii

**1878: 83.6% of the population born in Hawaii

Source: Alfred W. Crosby, Germs, Seeds and Animals: Studies in Ecological History, 1994

30. Which of the following best explains the overall population trend shown in the table?

(A) Large-scale migration from the Pacic Islands to the Americas for plantation labor

(B) Conict between Pacic Island states

(D) e expansion of the Japanese empire in the Pacic

31. Which of the following best explains the changes in the population of the Hawaiian

Islands from 1872 to 1878?

(A) e increased presence of Asian indentured servants on Hawaiian plantations

(B) e growth of tourism as a result of technological advances in transportation

(D) e development of racial exclusion policies in European settler colonies

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AP World History Practice Exam

Section I, Part A

32. e historical trend represented by the table is most similar to which of the following?

(A) e spread of the Black Death along the Silk Roads in the fourteenth century

(B) e impact of the Columbian Exchange on American populations in the

sixteenth century

seventeenth and eighteenth centuries

(D) e results of the development of reliable birth control methods in the

twentieth century

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AP World History Practice Exam

Section I, Part A

Questions 33–35 refer to the objects shown in the following two images.

Image 1

IV ORY TIP FOR A KING’S CEREMONIAL SCEPTER SHOWING A FEMALE ANCESTOR

SPIRIT, KONGO, WESTERN AFRICA, CIRCA 1800

Werner Forman Archive / Bridgeman Images

Image 2

FEMALE FIGURE ON A CRUCIFIX, KONGO, WESTERN AFRICA, CIRCA 1800

Kongo. Crucix. Stone, pigment, 13 × 6 ½ × 2 ½ in. (33.0 × 16.6 × 6.4 cm). Brooklyn Museum, Museum Expedition 1922,

Robert B. Woodward Memorial Fund, 22.240.

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AP World History Practice Exam

Section I, Part A

33. e object in Image 1 best illustrates which of the following continuities in world history?

(A) e power of traditional elites was continuously challenged by the emerging power

of new elites.

(B) e power of states was based on the ability of rulers to monopolize the use of violence.

(D) Rulers used religious imagery to legitimize their political authority.

34. e object in Image 2 best illustrates which of the following cultural processes in the

period circa 1450–1750?

(A) e spread of Ethiopian cultural traditions in West Africa

(B) e inuence of the Columbian Exchange on artistic traditions

(D) e intensication of pre-existing religious conicts and rivalries

35. Taken together, the two images best support which of the following conclusions?

(A) New European technologies transformed African artistic traditions.

(B) African societies that practiced Christianity generally gave women greater political

and cultural prominence than did African societies that practiced traditional

religions.

that gave women a prominent place in social and cultural life.

(D) Women’s roles in African societies were shaped by the interaction between

Christianity and Islam as the two religions spread in the region.

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AP World History Practice Exam

Section I, Part A

Questions 36–39 refer to the passage below.

“I can safely say that before the commencement of what I may call the Railway Period, not

only were the wages in most parts of the country established by tradition and authority,

rather than by the natural laws of supply and demand, but the opportunity to work was

in general restricted to particular spots. For the rst time in history the Indian nds that

he has in his power of labor a valuable possession which, if he uses it right, will give him

something much better than mere subsistence. Follow him to his own home, in some

remote village, and you will nd that the railway laborer has brought back not only new

modes of working and a new feeling of self-respect and independence, but also new ideas

of what government and laws can oer him. And he is, I believe, a better and more loyal

subject, as he is certainly a more useful laborer.”

Bartle Frere, British governor of the Bombay Presidency, India,

speech on opening of a rail line, 1863

36. Frere’s speech is best understood in the context of which of the following?

(A) Governments in Asian empires undertaking economic reforms to catch up with

European powers

(B) Governments undertaking political and social reforms to mitigate the eects of

industrial capitalism

industrial power

(D) Governments promoting redistributionist policies to reduce income inequality

between labor and capital

37. e liing of traditional restrictions on Indian labor alluded to in the speech

contributed most directly to which of the following global processes?

(A) Protests for improved sanitation and living conditions in industrial cities

(B) Long-distance and overseas migrations of contractual and coerced workers

(D) e emergence of new racial ideologies that supported European imperialism

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AP World History Practice Exam

Section I, Part A

38. Which of the following best explains Frere’s characterization of the time of his speech

as the “Railway Period” in British India?

(A) Railways provided a means for Hindu pilgrims to visit sacred sites quickly and

cheaply.

(B) Railways allowed British missionaries to spread Christianity more eectively.

commercial interests.

(D) Railways eased the overcrowding in Indian cities by allowing industrial workers to

commute from suburban areas.

39. Frere’s view of the changing opportunities for Indian labor most directly reects the

inuence of which of the following?

(A) e ideals of classical liberalism as stated by Adam Smith and John Stuart Mill

(B) e ideals of communism as stated by Karl Marx and Friedrich Engels

Simon Bolívar

(D) e ideals of mercantilism as developed by European state-sponsored

joint-stock trading

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AP World History Practice Exam

Section I, Part A

Questions 40–42 refer to the passage below.

“Political Consequences of the Spanish Conquest of Mexico

Because Mexico was the most important of the Spanish conquests, it was governed by

rulers of very high standing, almost equal to that of the Spanish kings. In this way the

inhabitants of our Republic—Indians of dierent races, mestizos [people of Spanish and

Indian parentage], and criollos [American-born people of European ancestry]—all became

accustomed to feeling Mexican and to loving one another as compatriots. is was surely

the most important consequence of the conquest, because it meant that dierent tribes of

Indians became patriotic Mexicans, without distinction of race and color.

Ethnic Consequences of the Conquest

[Unlike other Europeans], the Spanish never accepted the hateful idea that there are

inferior races that are destined to perish en masse or serve forever others who consider

themselves superior. e consequence of this worldview was that the conquistadors and

colonizers fully mixed with the Indians, which brought into being the mestizo, which

currently constitutes the most important element of the Mexican population. A moment

will soon come when the people of Mexico are unied by the love for their country.”

Elementary school history book approved for use in all Mexican schools

by Mexico’s Ministry of Education, 1951

40. e interpretation of Mexican history presented in the passage is most strongly

inuenced by which of the following?

(A) Marxism

(B) Anticolonialism

(D) Nationalism

41. e reference in the second paragraph to “the hateful idea that there are inferior

races” is best understood in the context of which of the following twentieth-century

developments?

(A) e Spanish Civil War

(B) e nal dissolution of the Spanish colonial empire

(D) e migration of former colonial subjects to Europe

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AP World History Practice Exam

Section I, Part A

42. Present-day historians would most likely agree with which of the following aspects of

the historical interpretation advanced in the passage?

(A) e omission of the demographic eects of the Spanish conquest on the Indians

(B) e claim that the ethnic and racial hierarchies of colonial Mexico were egalitarian

in nature

(D) e suggestion that the Spanish conquest of Mexico resulted in the formation of

new identities

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AP World History Practice Exam

Section I, Part A

Questions 43–45 refer to the recipe below.

Ingredients for “Empire Christmas Pudding”

1 lb. sultana raisins . . . . . Australia

6 oz. minced apple . . . . . Canada

1 lb. beef suet . . . . . New Zealand

6 oz. candied orange peel . . . . . South Africa

8 oz. our . . . . . United Kingdom

4 eggs . . . . . Irish Free State

½ pinch ground cinnamon . . . . . Ceylon

½ pinch ground cloves . . . . . Zanzibar

½ pinch ground nutmeg . . . . . Singapore

1 pinch pudding spice . . . . . India

2 tbsp. rum from cane sugar . . . . . Jamaica

Recipe published in British newspapers by the Empire Marketing Board of Great

Britain, 1930s. e recipe was created by King George VI’s chef.

43. Which of the following best explains the motivation behind the Empire Marketing

Board’s publication of the Empire Christmas Pudding recipe?

(A) To promote innovations of the Green Revolution

(B) To promote imperial unity in response to rising nationalism

(D) To promote Christian values in the context of Soviet expansion

44. e inclusion of rum from Jamaica in the recipe is a consequence of which of the following?

(A) e development of a plantation economy based on coerced and semicoerced labor

(B) e transfer of American crops to Europe as a result of the Columbian Exchange

(D) e intensication of free peasant agriculture in the Caribbean

45. Demand for Asian spices drove which of the following in the sixteenth and seventeenth

centuries?

(A) e widespread use of convict labor in agriculture

(B) e development of industrial manufacturing processes

(D) e establishment of European trading-post empires

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AP World History Practice Exam

Section I, Part A

Questions 46–49 refer to the following two poems from Echoes of Revolt, a poetry

collection published by the Ghadar, an Indian political movement, 1914.

Poem 1

“e world calls us coolie.*

Why doesn’t our ag y anywhere?

How shall we survive, are we slaves forever?

Why aren’t we involved in politics?

From the beginning we have been oppressed.

Why don’t we even dream of freedom?

Only a handful of oppressors have taken our elds.

Why has no Indian cultivator risen and protected his land?

Our children cry out for want of education.

Why don’t we open science colleges?”

*An insulting term for South or East Asian manual workers

Poem 2

“Why do you sit silent in your own country

You who make so much noise in foreign lands?

Noise outside of India is of little avail.

Pay attention to activities within India.

You are quarreling and Hindu-Muslim conict is prevalent.

e jewel of India is rotting in the earth

because you are ghting over the Vedas and the Koran.

Go and speak with soldiers.

Ask them why they are asleep, men who once held swords.

Muslim, Hindu, and Sikh heroes should join together.

e power of the oppressors is nothing if we unitedly attack him.

Indians have been the victors in the battleelds

of Burma, Egypt, China and the Sudan.”

46. Which of the following best accounts for the circumstances of Indian workers alluded

to in Poem 1?

(A) e increasing migration of Indian laborers to industrialized urban areas

(B) e cultural divisions between Indian Muslim migrants and Indian Hindu

migrants

(D) e pattern of many Indian migrants returning to their homeland aer their

contracts ended

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AP World History Practice Exam

Section I, Part A

47. In Poem 1, the sentiments regarding education and politics are best understood in the

context of which of the following?

(A) e persistence of slavery in spite of the abolitionist movement in the

British Empire

(B) e growth of women’s movements pushing for greater education and

domestic rights

encourage resistance against imperial rule

(D) e revival of traditional Hindu and Muslim religious beliefs in India

48. e religious tensions alluded to in Poem 2 would result most directly in which of

the following?

(A) e migration of many South Asians to Great Britain

(B) e development of new syncretic belief systems in India such as Sikhism and

Bahaism

(D) e population resettlement following the partition of South Asia into India and

Pakistan

49. In Poem 2 the reference to Indian victories on battleelds is best understood in the

context of which of the following?

(A) Violent resistance by Indians to colonial rule

(B) e draing of migrants into the militaries of host countries

(D) e mobilization of Indian troops to ght in Great Britain’s wars

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AP World History Practice Exam

Section I, Part A

Questions 50–52 refer to the chart and map below.

Source 1

Major dam

MAJOR HYDROELECTRIC DAMS IN THE EUPHRATES RIVER BASIN, 2010

Turkey

Syria

Jordan

Iraq

Iran

Saudi Arabia

Kuwait

VOLUME OF WATER AVAILABLE FOR USE

IN IRAQ, BY ORIGIN OF THE WATER SOURCE, 2010

From rivers originating

in Syria

18%

From rainfall and other

sources internal to Iraq

From rivers originating

in Turkey

72%

From rivers originating

in Iran

Source: Iraq Ministry of Water Resources, 2010.

Source 2

VOLUME OF WATER AVAILABLE FOR USE

IN IRAQ, BY ORIGIN OF THE WATER SOURCE, 2010

From rivers originating

in Syria

18%

From rainfall and other

sources internal to Iraq

From rivers originating

in Turkey

72%

From rivers originating

in Iran

Major dam

MAJOR HYDROELECTRIC DAMS IN THE EUPHRATES RIVER BASIN, 2010

Turkey

Syria

Jordan

Iraq

Iran

Saudi Arabia

Kuwait

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AP World History Practice Exam

Section I, Part A

50. e two sources best illustrate which of the following aspects of human interactions

with the environment in the late twentieth century?

(A) Industrialization led to increasingly hazardous levels of air and water pollution.

(B) Economic development policies intensied competition over limited natural

resources.

consumption.

(D) Climate change led to increasing desertication in drought-prone regions.

51. On a global scale, which of the following directly prevented problems such as

those alluded to in the two sources from leading to population decline in the late

twentieth century?

(A) e development of new forms of global communication and transportation

(B) e extension of the average human life span brought about by medical advances

(D) e increases in average agricultural yields per acre brought about by the

Green Revolution

52. Which of the following additional pieces of information would be most directly useful

in assessing the extent to which the developments reected in Source 2 represent a

threat to Iraq’s economy?

(A) Information on the total amount of foreign investment in Iraq’s economy

(B) Information on the percentage of Iraqi agriculture that depends on irrigation

(D) Information on Iraq’s petroleum resources and revenues

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AP World History Practice Exam

Section I, Part A

Questions 53–55 refer to the passage below.

“e suggestion made by the prosecution in its opening statement that the [anti-Apartheid

movement] in South Africa is under the inuence of foreigners or communists is wholly

incorrect. I have done whatever I did, both as an individual and as a leader of my people,

because of my experience in South Africa and my own proudly felt African background.

South Africa is the richest country in Africa and could be one of the richest countries in

the world. But it is a land of extremes and remarkable contrasts. e Whites enjoy what

may well be the highest standard of living in the world, while Africans live in poverty and

misery. Forty percent of the Africans live in hopelessly overcrowded, drought-stricken

reserves. irty percent are tenant laborers or squatters on White farms and work and live

under conditions similar to those of the serfs of the Middle Ages.

e complaint of Africans, however, is not only that they are poor and the Whites are rich,

but that the laws made by the Whites are designed to preserve this situation. e lack of

human dignity experienced by Africans is the direct result of the policy of White supremacy.”

Nelson Mandela, speech to a South African court

while standing trial for acts of sabotage, 1964

53. e state’s claim as described in the rst paragraph is best understood in the context of

which of the following?

(A) e Non-Aligned Movement

(B) Decolonization

(D) Economic nationalization

54. e economic conditions described by Mandela in the second paragraph would lead

many former European colonies to embrace which of the following?

(A) e reestablishment of European rule

(B) e sale of state-owned land to Western entrepreneurs

(D) e encouragement of immigration to Europe

55. Which of the following provided justication for the South African government’s

policies described in the third paragraph?

(A) Anti-Imperialism

(B) Liberal Nationalism

(D) Social Darwinism

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AP World History Practice Exam

Section I, Part A

Part B: Short-Answer Questions

There are four short-answer questions on the exam. Students answer question 1 and

question 2. They then choose to answer either question 3 or question 4. Note that the short-

answer questions do not require students to develop and support a thesis statement.

1. Use the two passages below to answer all parts of the question that follows.

Source 1

“It seems, in hindsight, that the Cold War was inevitable. From the very beginning of the

Russian-American relationship, the ideologies of the two nations were fundamentally

incompatible. Founded in 1776, the young United States was republican and democratic.

Russia, on the other hand, was an old autocracy, hostile to democracy, xenophobic,

and known for ruthless suppression of its numerous subjects. ere was another factor

that seemed to make eventual conict between the two nations inevitable: both were

expansionist states whose respective spheres of interest would eventually expand to

global dimensions.”

Ronald E. Powaski, e Cold War: e United States and

the Soviet Union, 1917–1991, 1998

Source 2

“Most scholars (ourselves included) believe that it makes more sense to place the start

of the Cold War in the mid-1940s when American and Soviet leaders had the military

power, the economic resources, and the determination to engage in a far-ung and

intense ideological, political, military, and cultural struggle for inuence. Deeply aecting

the domestic politics and foreign aairs of most of the world’s nations, this multifaceted

competition between the United States and its allies and the U.S.S.R. and its allies was one

of the major phenomena in modern history.”

Ralph Levering and Verena Botzenhart-Viehe, Debating the Origins of the Cold War:

American and Russian Perspectives, 2001

a) Provide ONE piece of historical evidence (not specically mentioned in the passages)

that would support Powaski’s interpretation about the origins of the Cold War.

b) Provide ONE piece of historical evidence (not specically mentioned in the

passages) that would support Levering and Botzenhart-Viehe’s interpretation about

the origins of the Cold War.

c) Explain ONE way in which the views of the Russian-American relationship

expressed in the two passages led the authors to propose dierent interpretations

for the origins of the Cold War.

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AP World History Practice Exam

Section I, Part B

2. Use the image below to answer all parts of the question that follows.

Image Courtesy of the British Library

Mizuno Toshikata, Japanese painter, Picture of a Discussion by [Japanese] Naval Ocers

about the Battle Strategy against China, three-panel woodblock print created during

the 1894–1895 war between Japan and China.

a) Describe one change in Japan during the Meiji Period that allowed it to develop the

military capacity reected in the painting.

b) Explain one way in which the painting reects a continuity in the social makeup or

cultural values of Japanese elites throughout the nineteenth century.

c) Explain one way in which international relations in the period 1900–1945 changed

as a result of Japanese policies.

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AP World History Practice Exam

Section I, Part B

Choose EITHER Question 3 OR Question 4.

3. Answer all parts of the question that follows.

a) Identify ONE way in which Judaism inuenced the development of Christianity in

the period 600 ...–600 ..

b) Explain ONE dierence between the spread of Christian communities and the

spread of Jewish communities in the period 600 ...–600 ..

c) Explain ONE similarity between the spread of Christian communities and the

spread of Jewish communities in the period 600 ...–600 ..

4. Answer all parts of the question that follows.

a) Identify ONE similarity in the way elites used art or architecture in Europe and in

Asia during the period 1450–1750.

b) Explain ONE dierence in the way elites used art or architecture in Europe and in

Asia during the period 1450–1750.

c) Explain ONE reason for the dierence in way elites used art or architecture in

Europe and in Asia during the period 1450–1750.

Scoring the Response

For a short-answer question, a good response should:

accomplish all three tasks set by the question. It should answer each task with complete

sentences and must show some specic knowledge of history to receive credit.

Depending on the question, a good response should:

explain a historical interpretation, compare two interpretations, and/or explain how

evidence relates to an interpretation.

go beyond simply quoting or paraphrasing primary or secondary sources in explaining their

meaning or signicance.

address causes and eects, similarities and dierences, or continuities and changes over

time for dierent historical issues, and provide specic evidence in relation to the prompt.

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AP World History Practice Exam

Section I, Part B

Section II

Part A: Document-Based Question

There will be one document-based question on the exam.

In the sample question that follows, the main reasoning skill being assessed is causation,

though the document-based question on the exam may focus on other skills.

Question 1: Evaluate the extent to which communist movements aected women’s struggle

for rights in the twentieth century.

Document 1

Source: Alexandra Kollontai, Russian Communist revolutionary and member of the

Bolshevik government, autobiography, Soviet Union, 1926.

In 1905, at the time the so-called rst revolution in Russia broke out, after the famous Bloody

Sunday, I had already acquired a reputation in the eld of economic and social literature.

And in those stirring times, when all energies were utilized in the storm of revolt, it turned

out that I had become popular as an orator. Yet in that period I realized for the rst time how

little our Party concerned itself with the fate of the women of the working class and how

meager was its interest in women’s liberation. To be sure a very strong bourgeois women’s

movement was already in existence in Russia. But my Marxist outlook pointed out to me

with overwhelming clarity that women’s liberation could take place only as the result of a

new social order and a dierent economic system. . . . I had above all set myself the task of

winning over women workers in Russia to socialism and, at the same time, of working for

the liberation of women, for her equality of rights.

Document 2

Source: Mariia Fedorovna Muratova, Soviet ocial in the Women’s Department of the

Bolshevik Central Committee, working in Soviet Uzbekistan, 1930.

It is incompatible for a member of the party to be in the party and Komsomol* if his

wife, sister, or mother is veiled [as was customary for Central Asian Muslim women]. It

is necessary to demand of every Communist the fulllment of this directive. And to that

Communist who resists, who does not want to carry out this party directive, who wants to

preserve the remnants of feudal relations and seclusion, to that Communist and Komsomol

member we say: there is no place for you in the party and Komsomol.

*Soviet organization for young people

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AP World History Practice Exam

Section II, Part A

Document 3

Source: Communist North Vietnamese Constitution of 1960.

Article 24: Women in the Democratic Republic of Vietnam enjoy equal rights with men in

all spheres of political, economic, cultural, social, and domestic life. For equal work, women

enjoy equal pay with men. The state ensures that women workers and oce employees have

fully paid periods of leave before and after childbirth. The state protects the mother and child

and ensures the development of maternity hospitals, day care centers, and kindergartens.

Document 4

Source: Study published by the National Science Foundation, Washington, D.C., 1961.

PERCENTAGE OF WOMEN AMONG RESEARCH AND PROFESSIONAL PERSONNEL IN

THE SOVIET UNION, 1947–1959

1947 1950 1955 1959

Doctorate degree holders or doctoral candidates 29% 27% 27% 29%

Professors 5% 5% 6% 7%

Associate professors 14% 15% 17% 17%

Senior research associates 31% 30% 30% 29%

Junior research associates 48% 48% 52% 51%

All research and professional categories 35% 36% 36% 36%

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AP World History Practice Exam

Section II, Part A

Document 5

Source: “Encourage Late Marriage, Plan for Birth, Work Hard for the New Age,” propaganda

poster for the Chinese Cultural Revolution, published by the Hubei Province Birth Control

Group, Wuhan city, circa 1966–1976.

‘Encourage Late Marriage, Plan for Birth, Work Hard for the New Age’, published for the Wuchang Town Birth

Control Group, Wuhan City, 1970s (colour litho), Chinese School, (20th century) / Private Collection / DaTo Images /

Bridgeman Images

Document 6

Source: Fidel Castro, president of Cuba, speech to Federation of Cuban Women, 1974.

In Cuba there remains a certain discrimination against women. It is very real, and the

Revolution is ghting it. This discrimination even exists within the Cuban Communist Party,

where we have only thirteen percent women, even though the women contribute a great

deal to the Revolution and have sacriced a great deal. They often have higher revolutionary

qualications than men do.

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AP World History Practice Exam

Section II, Part A

Document 7

Source: Open letter circulated by anonymous women’s group in Romania, addressed

to Elena Ceausescu, wife of Romanian Communist dictator Nicolae Ceausescu, 1980.

Published in French periodical in 1981.

Where is our agricultural produce, dear “First Lady of the country”*? We would dearly

love to know it, from yourself, in your capacity of communist woman, wife and mother,

where is our foodstu? Where on earth could one nd cheese, margarine, butter, cooking

oil, the meat which one needs to feed the folk of this country?

By now, you should know, Mrs. Ceausescu, that after so many exhausting hours of labor

in factories and on building sites we are still expected to rush about like mad, hours on

end, in search of food to give our husbands, children, and grandchildren something to eat.

You should know that we may nd nothing to buy in the state-owned food shops,

sometimes for days or weeks on end. And nally if one is lucky to nd something, as we

must stand in endless lines, which in the end stop all desire to eat and even to be alive!

Sometimes we would even feel like dying, not being able to face the suering, the utter

misery and injustice that is perpetrated on this country.

*First lady Elena Ceausescu was known for her lavish lifestyle.

Scoring the Response

For the document-based question, a good response should:

respond to the question with an evaluative thesis that makes a historically defensible

claim. The thesis must consist of one or more sentences located in one place, either in the

introduction or the conclusion. Neither the introduction nor the conclusion is necessarily

limited to a single paragraph.

describe a broader historical context immediately relevant to the question that relates the

topic of the question to historical events, developments, or processes that occur before,

during, or after the time frame of the question. This description should consist of more than

merely a phrase or a reference.

explain how at least one additional piece of specic historical evidence, beyond those

found in the documents, relates to an argument about the question. (This example must be

dierent from the evidence used to earn the point for contextualization.) This explanation

should consist of more than merely a phrase or a reference.

use historical reasoning to explain relationships among the pieces of evidence provided in

the response and how they corroborate, qualify, or modify the argument, made in the thesis,

that addresses the entirety of the question. In addition, a good response should utilize the

content of at least six documents to support an argument about the question.

explain how the documents’ point of view, purpose, historical situation, and/or audience is

relevant to the argument for at least four of the documents.

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AP World History Practice Exam

Section II, Part A

Part B: Long Essay Questions

Students will choose one of three long essay questions to answer. The long essay requires

students to demonstrate their ability to use historical evidence in crafting a thoughtful

historical argument. In the following questions, students will analyze an issue using the

reasoning skill of continuity and change over time.

The three questions focus on the same reasoning skills but apply them to dierent time

periods. This allows students to choose which time period and historical perspective they are

best prepared to write about.

Question 2: In the period before 600 ..., the adoption of agriculture had signicant

social, economic, and demographic eects.

Develop an argument that evaluates how the adoption of agriculture in this time period

aected the development of human societies.

Question 3: In the period circa 400–1450 .., the decline and reconstitution of empires

in regions such as the Mediterranean, Middle-East, and East Asia, aected the expansion or

decline of cities across Afro-Eurasia.

Develop an argument that evaluates how the process of decline and reconstitution of empires

led to changes in urban development in Afro-Eurasia in the period circa 400–1450 ..

Question 4: In the period 1950 to 2001, scientic and technological innovations led

to advances in communication, transportation, and industry that transformed the

world’s economy.

Develop an argument that evaluates how globalization transformed the world’s economy

during this time period.

Scoring the Response

For the long essay question, a good response should:

respond to the question with an evaluative thesis that makes a historically defensible

claim. The thesis must consist of one or more sentences located in one place, either in the

introduction or the conclusion. Neither the introduction nor the conclusion is necessarily

limited to a single paragraph.

explain how a relevant historical context inuenced the topic addressed in the question.

It should also relate the topic of the question to broader historical events, developments,

or processes that occur before, during, or after the time frame of the question. This

explanation should consist of more than merely a phrase or a reference.

use historical reasoning to explain relationships among the pieces of evidence provided in

the response and how they corroborate, qualify, or modify the argument, made in the thesis,

that addresses the entirety of the question.

Further exam resources, such as sample student responses, scoring

guidelines, and past exam questions, can be found on AP Central.

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AP World History Practice Exam

Section II, Part B

Answer Key and Question Alignment

to Course Framework

Multiple-Choice

Question

Answer Main Practice/Skills Assessed Learning Objectives Key Concepts

C Analyzing Historical Evidence ENV-2, SB-3 1.3.II.A

2 A Analyzing Historical Evidence ENV-1 1.3.I

3 D Causation SB-4 2.1.I.A

4 B Comparison CUL-2, SOC-5 2.1.III

5 A Continuity and Change over Time,

Contextualization

SOC-5 2.2.III.D

6 C Continuity and Change over Time CUL-2 2.1.II.A

7 C Comparison CUL-2, SOC-2 2.1.II.B

8 B Comparison SOC-2 2.1.I.B

9 D Causation SB-2, SOC-2 4.3.I.C

10 D Causation SB-4, SB-5 2.2.IV.B

11 A Causation SB-1 3.2.I.A

12 B Continuity and Change over Time ECON-5 3.3.III.C

13 D Analyzing Historical Evidence ECON-7 3.1.I.A

14 C Analyzing Historical Evidence ECON-3 3.1.I.C

15 D Comparison ECON-3 3.1.I.C

16 D Contextualization ECON-5 3.3.III.C

17 B Contextualization ENV-2 3.3.II.A

18 C Analyzing Historical Evidence SOC-4 3.3.III.B

19 B Contextualization ENV-1 2.3.II.B

20 A Continuity and Change over Time,

Causation

ECON-7 2.3.I.A

21 B Causation ENV-2, ECON-7 3.1.I.C

22 C Analyzing Historical Evidence,

Contextualization

CUL-1 3.1.III.B

23 D Causation ECON-7 4.1.IV.B

24 B Causation ECON-6 4.1.IV.C

25 C Causation SB-3 4.3.III

26 A Continuity and Change over Time SB-3 4.1.I, 4.1.IV

27 A Analyzing Historical Evidence CUL-2, CUL-6 2.1.II.D

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AP World History Practice Exam

Answer Key and Question Alignment

Multiple-Choice

Question Answer Main Practice/Skills Assessed Learning Objectives Key Concepts

28 B Analyzing Historical Evidence CUL-6 4.1.VII

29 A Analyzing Historical Evidence,

Causation

SB-2 5.2.II.C

30 C Analyzing Historical Evidence,

Causation

ENV-2 5.4.I

31 A Continuity and Change over Time,

Causation

ECON-5 5.4.II.B

32 B Comparison ENV-3 4.1.V.A

33 D Continuity and Change over Time CUL-2, CUL-5 4.3.I.A

34 C Continuity and Change over Time CUL-1 4.1.VI

35 C Analyzing Historical Evidence SOC-1, SOC-5 3.3.III.B

36 C Contextualization SB-1 5.2.I.A

37 B Causation ECON-5 5.4.II.B

38 C Contextualization ECON-7 5.1.IV

39 A Contextualization ECON-6 5.1.III.A

40 D Analyzing Historical Evidence SOC-3 5.3.II

41 C Contextualization SB-4 6.2.III.C

42 D Analyzing Historical Evidence SB-3, SOC-5 4.2.III.A,

4.3.I.B

43 B Causation, Contextualization SB-4 6.2.II.A

44 A Causation ECON-5 4.2.II.C,

4.2.II.D

45 D Causation SB-3, ECON-2 4.3.II.A

46 C Contextualization ECON-5, SOC-4 5.4.II.B

47 C Contextualization SB-3 5.3.III.D

48 D Causation SB-4 6.2.III.A

49 D Contextualization SB-4 6.2.IV.A

50 B Contextualization ENV-3 6.1.II.A

51 D Causation ENV-5, ECON-1 6.1.I.B

52 B Analyzing Historical Evidence ENV-4 6.1.II.A

53 C Contextualization SB-4, SOC-3 6.2.IV.C

54 C Causation SOC-6 6.2.II.D

55 D Causation SOC-2 5.2.III

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AP World History Practice Exam

Answer Key and Question Alignment

Short-Answer Question Main Practice/Skills Assessed Learning Objectives Key Concepts

1 Analyzing Secondary Sources SB-3, SB-4 6.2.IV

2 Continuity and Change over Time SB-3, SB-4, ECON-2,

CUL-2

5.1.V, 5.2.II,

5.3.II, 6.2.IV

3 Comparison CUL-1, CUL-2, CUL-3 2.1.I, 2.1.III,

2.3.III

4 Comparison CUL-5, CUL-6 4.1.VII, 4.3.I

Document-Based

Question Main Practice/Skill Assessed Learning Objectives Key Concepts

1 Causation CUL-2, SB-6, SOC-1,

SOC-2, SOC-5

5.3.IV, 6.2.IV,

6.3.I, 6.3.III

Long Essay Question Main Practice/Skill Assessed Learning Objectives Key Concepts

2 Continuity and Change over Time ECON-1

ECON-3

ECON-7

1.2.II, 1.3.II,

1.3.III

3 Continuity and Change over Time ECON-2

ECON-3

ECON-7

2.2.IV, 3.1.I,

3.1.IV, 3.2.I,

3.3.II

4 Continuity and Change over Time ECON-1

ECON-2

ECON-6

ECON-7

6.1.I, 6.3.I,

6.3.II

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AP World History Practice Exam

Answer Key and Question Alignment