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Download free-response questions from past AP World History exams, along with scoring guidelines, sample responses from exam takers, and scoring distributions.
- 2002: AP World History Grade Distributions - College Board
Grade distributions for the 2002 AP World History Exam. AP...
- 2021 Syllabus Development Guide: AP World History Modern
Syllabus Development Guide: AP World History: Modern © 2020...
- 2002: AP World History Grade Distributions - College Board
AP World History: Modern is an introductory college-level modern world history course. Students cultivate their understanding of world history from c. 1200 CE to the present through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like humans and the environment, cultural ...
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- INCLUDES
- AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY
- What AP® Stands For
- Acknowledgments
- College Board Staf
- AP Course Development
- Enrolling Students: Equity and Access
- Ofering AP Courses: The AP Course Audit
- How the AP Program Is Developed
- Using and Interpreting AP Scores
- BECOMING AN AP READER
- How to Apply
- AP Resources and Supports
- AP Classroom
- UNIT GUIDES
- PERSONAL PROGRESS CHECKS
- PROGRESS DASHBOARD
- Digital Activation
- Instructional Model
- Plan
- Teach
- Assess
- College Course Equivalent
- Prerequisites
- Overview
- 1 HISTORICAL THINKING SKILLS AND REASONING PROCESSES
- 2 COURSE CONTENT
- Historical Thinking Skills and Reasoning Processes
- Historical Thinking Skills
- Developments and Processes 1
- Sourcing and Situation 2
- Reasoning Processes
- Course Content
- Themes
- THEME 1: HUMANS AND THE ENVIRONMENT (ENV)
- THEME 2: CULTURAL DEVELOPMENTS AND INTERACTIONS (CDI)
- THEME 3: GOVERNANCE (GOV)
- THEME 4: ECONOMIC SYSTEMS (ECN)
- THEME 5: SOCIAL INTERACTIONS AND ORGANIZATION (SIO)
- THEME 6: TECHNOLOGY AND INNOVATION (TEC)
- Spiraling the Themes
- Big Ideas Unit 1 Unit 2 Unit 3 Unit 4
- HISTORICAL THINKING
- THEMES
- Assess
- Introduction
- Maritime Empires Maintained and Developed
- KC-4.1.IV.C
Course framework Instructional section Sample exam questions
Please visit AP Central (apcentral.collegeboard.org) to determine whether a more recent course and exam description is available.
Thousands of Advanced Placement teachers have contributed to the principles articulated here. These principles are not new; they are, rather, a reminder of how AP already works in classrooms nationwide. The following principles are designed to ensure that teachers’ expertise is respected, required course content is understood, and that students are...
College Board would like to acknowledge the following committee members, for their assistance with the development of this course. All individualsandtheirafiliationswerecurrentatthetimeofcontribution. Greg Ahlquist, Webster Thomas High School, Webster, NY Rachel Jean-Baptiste, University of California, Davis, CA Tim Keirn, California State Universi...
Cheryl Harmon, Senior Director, AP Instructional Design and PD Resource Development Chad Hoge, Director, AP History Content Development Daniel McDonough, Senior Director, AP Content Integration Allison Milverton, Director, AP Curricular Publications Kelly Stromberg, Senior Director, AP History Content Development Allison Thurber, Executive Directo...
Inanongoingeforttomaintainalignmentwithbest practicesincollege-levellearning,APcoursesand examsemphasizechallenging,research-based curricula aligned with higher education expectations. Individual teachers are responsible for designing their own curriculum for AP courses, selecting appropriate college-levelreadings,assignments,andresources. This cou...
College Board strongly encourages educators to make equitable access a guiding 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 tr...
The AP Program unequivocally supports the principle that each school implements its own curriculum that will enable students to develop the content understandings and skills described in the course framework. While the unit sequence represented in this publication is optional, the AP Program does have a short list of curricular and resource require...
The scope of content for an AP course and exam is derived from an analysis of hundreds of syllabi and courseoeringsofcollegesanduniversities.Using this research and data, a committee of college faculty and expert AP teachers work within the scope of the corresponding college course to articulate what students should know and be able to do upon the ...
The extensive work done by college faculty and AP teachers in the development of the course and exam and throughout the scoring process ensures that AP Exam scores accurately represent students’ achievement in the equivalent college course. Frequent and regular research studies establish the validity of AP scores as follows: While colleges and univ...
Each June, thousands of AP teachers and college faculty members from around the world gather for seven days in multiple locations to evaluate and scorethefree-responsesectionsoftheAPExams. Ninety-eightpercentofsurveyededucatorswhotook part in the AP Reading say it was a positive experience. There are many reasons to consider becoming an AP Reader, ...
Visit collegeboard.org/apreading for eligibility requirements and to start the application process.
By completing a simple activation process at the start of the school year, teachers and students receive access to a robust set of classroom resources.
AP Classroom is a dedicated online platform designed to support teachers and students throughout their AP experience. The platform provides a variety of powerful resources and tools to provide yearlong support to teachers and enable students to receive meaningful feedback on their progress.
Appearing in this publication and on AP Classroom, these planning guides outline all required coursecontentandskills,organizedintocommonlytaughtunits.Eachunitguidesuggests asequenceandpacingofcontent,scafoldsskillinstructionacrossunits,andorganizes content into topics.
Formative AP questions for every unit provide feedback to students on the areas where they need to focus. Available online, Personal Progress Checks measure knowledge and skills throughmultiple-choicequestionswithrationalestoexplaincorrectandincorrectanswers, andfree-responsequestionswithscoringinformation.BecausethePersonalProgress Checks are form...
This dashboard allows teachers to review class and individual student progress throughout the year. Teachers can view class trends and see where students struggle with content and skills that will be assessed on the AP Exam. Students can view their own progress over time to improve their performance before the AP Exam.
In order to teach an AP class and make sure students are registered to take the AP Exam, teachersmustfirstcompletethedigitalactivationprocess.Digitalactivationgivesstudents and teachers access to resources and gathers students’ exam registration information online, eliminating most of the answer sheet bubbling that has added to testing time and fat...
Integrating AP resources throughout the course can help students develop skills and conceptual understandings. The instructional model outlined below shows possible ways to incorporate AP resources into the classroom.
Teachers may consider the following approaches as they plan their instruction before teaching each unit. Use the Unit at a Glance table to identify related topics that build toward a common understanding, and then plan appropriate pacing for students. Identify useful strategies in the Instructional Approaches section to help teach the concepts and ...
When teaching, supporting resources can be used to build students’ conceptual understanding and their mastery of skills. Use the topic pages in the unit guides to identify the required content. Integratethecontentwithaskill,consideringanyappropriatescafolding. Employanyoftheinstructionalstrategiespreviouslyidentified. Use the available resources on...
Teachers can measure student understanding of the content and skills covered in the unit and provide actionable feedback to students. At the end of each unit, use AP Classroom to assign students the online Personal Progress Checks, as homework or asanin-classtask. Providequestion-levelfeedbacktostudentsthroughanswerrationales;provideunit-and skill-...
AP World History: Modern is designed to be the equivalent of an introductory college or university survey of modern world history.
There are no prerequisites for AP World History: Modern. Students should be able to read a college-leveltextbookandwritegrammaticallycorrect,completesentences. THIS PAGE IS INTENTIONALLY LEFT BLANK. AP WORLD HISTORY
This course framework provides a description of what students should know and be able to do to qualify for college credit or placement.
The historical thinking skills and reasoning processes are central to the study and practice of world history. Students should practice and develop these skills and processes on a regular basis over the span of the course.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stockcompanies,influencedbythese mercantilist principles, were used by rulers and merchantstofinanceexplorationandwere used by rulers to compete against one another in global trade.
3 Questions | 40 Minutes | 20% of Exam Score. Students analyze historians’ interpretations, historical sources, and propositions about history. Questions provide opportunities for students to demonstrate what they know best. Some questions include texts, images, graphs, or maps.
World History: Modern Sample Syllabus #1 . General Course Information: Required Textbook: Strayer, Robert W., and Eric W. Nelson. Ways of the World with Sources: For the AP Course, 3rd ed. Bedford, Freeman and Worth Publishing Group, 2016 CR1 . The syllabus must include the following: 1.1 Title, author, and publication date of a college-level world
Founded in 1900, College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, College Board helps more than seven million students prepare for a successful
