AMSCO AP World History PDF

This book was produced in EPUB format by the Internet Archive. The book pages were scanned and converted to EPUB format automatically. This process relies on optical character recognition, and is somewhat susceptible to errors. The book may not offer the correct reading sequence, and there may be...

This book was produced in EPUB format by the Internet Archive. The book pages were scanned and converted to EPUB format automatically. This process relies on optical character recognition, and is somewhat susceptible to errors. The book may not offer the correct reading sequence, and there may be weird characters, non-words, and incorrect guesses at structure. Some page numbers and headers or footers may remain from the scanned page. The process which identifies images might have found stray marks on the page which are not actually images from the book. The hidden page numbering which may be available to your ereader corresponds to the numbered pages in the print edition, but is not an exact match; page numbers will increment at the same rate as the corresponding print edition, but we may have started numbering before the print book's visible page numbers. The Internet Archive is working to improve the scanning process and resulting books, but in the meantime, we hope that this book will be useful to you. The Internet Archive was founded in 1996 to build an Internet library and to promote universal access to all knowledge. The Archive's purposes include offering permanent access for researchers, historians, scholars, people with disabilities, and the general public to historical collections that exist in digital format. The Internet Archive includes texts, audio, moving images, and software as well as archived web pages, and provides specialized services for information access for the blind and other persons with disabilities. Created with hocr-to-epub (v.1.0.0)  AMSCO’ ADVANCED PLACEMENT EDITION WORLD HISTORY: MODERN r200-PrRESENTI r b i > Da z va ný j an s Advanced Placement? A GAP” are trademe regis ved ~a -PERFECTION LEARNING ihe poapoa anase APOC xc N tos 1 i w u A \ ar j 2  This Book Is the Property of: State Book No. Province County Parish Enter Information School District in spaces to the left as instructed. Other Condition Issued Returned PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way; consumable textbooks excepted. 1. Teachers should see that the pupil’s name is clearly written in ink in the spaces above in every book issued. 2. The following terms should be used in recording the condition of the book: New; Good; Fair; Poor; Bad.  AMSCO’ ADVANCED PLACEMENT EDITION WORLD HISTORY: MODERN t:200-PresenT]  Senior Reviewers Phil Cox AP® World History Table Leader Broad Run High School Ashburn, Virginia David L. Drzonek AP® World History Teacher Carl Sandburg High School Orland Park, Illinois Writers and Reviewers Jody Janis AP® European History Teacher J. Frank Dobie High School Houston, Texas David Brian Lasher AP® World History Exam Reader Northwest Pennsylvania Collegiate Academy Erie, Pennsylvania Amie La Porte-Lewis AP® World History Exam Table Leader Holy Innocents’ Episcopal School Atlanta, Georgia Kevin Lewis AP® World History Exam Table Leader Holy Innocents’ Episcopal School Atlanta, Georgia Charles Hart AP® World History Exam Table Leader Westmont High School Westmont, Illinois John Maunu AP® World History Exam Table Leader Cranbrook/Kingswood High School Bloomfield Hills, Michigan Jamie Oleson AP® World History Teacher Rogers High School Spokane, Washington James Sabathne AP® World History Teacher and Former Chair of the AP® U.S. History Test Development Committee Hononegah Community High School Rockton, Illinois Thomas J. Sakole AP® World History Exam Question and Exam Leader Riverside High School Leesburg, Virginia Clara Webb AP® European History Exam Table Leader Boston Latin School Boston, Massachusetts  AMSCO’ ADVANCED PLACEMENT EDITION WORLD HISTORY: MODERN t200-PReseNTI Plac and AP® are trademarks registered PERFECTION LEARNING® scr r Owner ne bye Cage Bo e Boa rd, sealed ich was not involved e, this product.  © 2022 Perfection Learning® Please visit our websites at: www.amscopub.com and www perfectionlearning com When ordering this book, please specify: Softcover: ISBN 978-1-5311-2916-3 or R742401 eBook: ISBN 978-1-5311-2918-7 or R7424D All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. For information regarding permissions, write to: Permissions Department, Perfection Learning, 2680 Berkshire Parkway, Des Moines, Iowa 50325. 9 10 11 12 13 14 DR 26 25 24 23 22 21 Printed in the United States of America  Contents Introduction: Studying Advanced Placement® World History: Modern Prologue: History before 1200 C.E. Part 1: Human Development to 600 B.C.E Part 2: The Classical Era, c. 600 B.C.E. to c.600 C.E. Part 3: The Postclassical Civilizations, c. 600 C.E. to 1200 C.E. PERIOD 1: c. 1200 to c. 1450 UNIT I: The Global Tapestry from c. 1200 to c. 1450 Topic 1.1: Developments in East Asia Government Developments in the Song Dynasty Economic Developments in Postclassical China Social Structures in China Intellectual and Cultural Developments Religious Diversity in China Comparing Japan, Korea, and Vietnam Japan Korea Vietnam Think as a Historian: Contextualize Historical Developments Topic 1.2: Developments in Dar al-Islam Invasions and Shifts in Trade Routes Cultural and Social Life Free Women in Islam Islamic Rule in Spain Think as a Historian: Identify Historical Concepts, Developments, and Processes Topic 1.3: Developments in South and Southeast Asia Political Structures in South Asia Religion in South Asia Social Structures in South Asia Cultural Interactions in South Asia Southeast Asia Think as a Historian: Identify Claims xviii xli xli xlv liv —_ ee FE OUOO WAN ADHD FW WW ps P =. = = ee oo O A U N N U NNNNNN NOAA  Topic 1.4: Developments in the Americas The Mississippian Culture Chaco and Mesa Verde The Maya City-States The Aztecs The Inca Continuities and Diversity Think as a Historian: Identify Evidence Topic 1.5: Developments In Africa Political Structures in Inland Africa Political Structures of West and East Africa Social Structures of Sub-Saharan Africa Cultural Life in Sub-Saharan Africa Think as a Historian: Explain the Historical Concept of Continuity Topic 1.6: Developments in Europe Feudalism: Political and Social Systems Political Trends in the Later Middle Ages Roman Catholic Church during the Middle Ages Christian Crusades Economic and Social Change Renaissance The Origins of Russia Think as a Historian: Identify Historical Developments Topic 1.7: Comparison in the Period from c. 1200 to c. 1450 State-Building and New Empires The Role of Religion in State-Building State-Building Through Trade The Impact of Nomadic Peoples Patriarchy and Religion Unit 1 Review Historical Perspectives: Who Developed Guns? Write as a Historian: Checklist for a Long Essay Answer Long Essay Questions Document-Based Question: Achievements of Sub-Saharan Africa UNIT 2: Networks of Exchange from c. 1200 to c. 1450 Topic 2.1: The Silk Roads Causes of the Growth of Exchange Networks Effects of the Growth of Exchange Networks Think as a Historian: Identify and Describe Context Topic 2.2: The Mongol Empire and the Modern World The Mongols and Their Surroundings ; Genghis Khan Vi 33 33 34 34 35 37 39 42 43 43 45 47 49 52 53 53 54 56 57 58 60 61 64 65 65 66 67 67 68 69 69 70 71 72 75 77 77 78 84 85 85 86  Mongolian Empire Expands The Long-Term Impact of the Mongolian Invasions Think as a Historian: Identify Connections Between Historical Developments Topic 2.3: Exchange in the Indian Ocean Causes of Expanded Exchange in the Indian Ocean Effects of Expanded Exchange in the Indian Ocean Think as a Historian: Approaches to Making Historical Connections Topic 2.4: Trans-Saharan Trade Routes Trans-Saharan Trade West African Empire Expansion Think as a Historian: Identify Historical Processes by Asking ““How’ > Topic 2.5: Cultural Consequences of Connectivity Religious, Cultural, and Technological Effects of Interaction Travelers’ Tales Think as a Historian: Sourcing and Situation in Primary Sources Topic 2.6: Environmental Consequences of Connectivity Agricultural Effects of Exchange Networks Spread of Epidemics through Exchange Networks Think as a Historian: Making Connections by Analyzing Causation Topic 2.7: Comparison of Economic Exchange Similarities Among Networks of Exchange Differences Among Networks of Exchange Social Implications of Networks of Exchange Unit 2 Review Historical Perspectives: How Brutal Was Genghis Khan? Write as a Historian: Historical Thinking Skills and Long Essays Long Essay Questions Document-Based Question: Women in Afro-Eurasia Societies PERIOD 2: c. 1450 to c. 1750 UNIT 3: Land-Based Empires Topic 3.1: European, East Asian, and Gunpowder Empires Expand Europe Russia East Asia Rise of the Islamic Gunpowder Empires The Ottoman Empire The Safavids Mughal India Decline of the Gunpowder Empires 87 90 94 95 95 97 102 103 103 105 110 111 111 115 120 121 121 123 126 127 127 130 131 134 134 135 136 137 141 143 143 144 145 146 147 148 149 149 vii  Think as a Historian: Explain the Historical Concept of Empire Topic 3.2: Empires: Administrations Centralizing Control in Europe Reigning in Control of the Russian Empire Centralizing Control in the Ottoman Empire Centralizing Control in East and South Asia Legitimizing Power through Religion and Art Financing Empires Think as a Historian: Contextualizing Across Cultures Topic 3.3: Empires: Belief Systems Protestant Reformation The Orthodox Church and Reforms in Russia Counter-Reformation or Catholic Reformation Wars of Religion Islamic Religious Schisms Scientific Revolution Think as a Historian: Explain Point of View in a Source Topic 3.4: Comparison in Land-Based Empires Military Might Centralized Bureaucracy Striving for Legitimacy Unit 3 Review Historical Perspectives: Why Did the Islamic Gunpowder Empires Rise and Decline? Write as a Historian: Analyze the Question Long Essay Questions Document-Based Question: Modernization under Peter the Great UNIT 4: Transoceanic Interconnections from c. 1450 to c. 1750 Topic 4.1: Technological Innovations Developments of Transoceanic Travel and Trade Classical, Islamic, and Asian Technology Think as a Historian: Identify and Describe a Historical Context Topic 4.2: Exploration: Causes and Events The Role of States in Maritime Exploration Expansion of European Maritime Exploration The Lure of Riches Think as a Historian: Make Connections by Relating Historical Developments Topic 4.3: Columbian Exchange Diseases and Population Catastrophe viii 154 155 155 157 158 159 160 162 166 167 167 169 170 171 172 173 176 177 178 179 181 182 182 183 184 185 189 191 191 192 198 199 199 200 202 208 209 209  Animals and Foods Cash Crops and Forced Labor African Presence in the Americas Environmental and Demographic Impact Think as a Historian: Identify Evidence in an Argument Topic 4.4: Maritime Empires Link Regions State-Building and Empire Expansion Continuity and Change in Economic Systems Continuities and Change in Labor Systems Think as a Historian: Purpose and Audience in Primary Sources Topic 4.5: Maritime Empires Develop Economic Strategies Change and Continuities in Trade Networks Effects of the Atlantic Slave Trade Effects of Belief Systems Think as a Historian: Identify a Claim in a Non-text Source Topic 4.6: Internal and External Challenges to State Power Resistance to Portugal in Africa Local Resistance in Russia Rebellion in South Asia Revolts in the Spanish Empire Struggles for Power in England and Its Colonies Think as a Historian: Situate Historical Developments in Context Topic 4.7: Changing Social Hierarchies Social Classes and Minorities in Gunpowder Empires Manchu Power and Conflicts in the Qing Dynasty European Hierarchies Russian Social Classes Political and Economic Elites in the Americas Think as a Historian: Explain the Purposes of Evidence Topic 4.8: Continuity and Change from c. 1450 to c. 1750 Transoceanic Travel and Trade Economic Changes Effects of the New Global Economy Demand for Labor Intensifies Unit 4 Review Historical Perspectives: How Harsh Were the Spanish? Write as a Historian: Gather and Organize Evidence Long Essay Questions Document-Based Question: Consolidating and Expanding State Power  PERIOD 3: c. 1750 to c. 1900 UNIT 5: Revolutions from c. 1750 to c. 1900 Topic 5.1: The Enlightenment An Age of New Ideas New Ideas and Their Roots The Age of New Ideas Continues Think as a Historian: Describe an Argument Topic 5.2: Nationalism and Revolutions The American Revolution The New Zealand Wars The French Revolution The Haitian Revolution Creole Revolutions in Latin America Nationalism and Unification in Europe Think as a Historian: Compare Arguments Topic 5.3: Industrial Revolution Begins Agricultural Improvements Preindustrial Societies Growth of Technology Britain’s Industrial Advantages Think as a Historian: Explain the Process of Industrialization Topic 5.4: Industrialization Spreads Spread of Industrialization Shifts in Manufacturing Think as a Historian: Connect Imperialism and Industrialization Topic 5.5: Technology in the Industrial Age The Coal Revolution A Second Industrial Revolution Global Trade and Migration Think as an Historian: Explain the Effects of the Development of Electricity Topic 5.6: Industrialization: Government’s Role Ottoman Industrialization Japan and the Meiji Restoration Think as a Historian: Identify Differing Patterns of Industrialization Topic 5.7: Economic Developments and Innovations Effects on Business Organization Effect on Mass Culture Think as a Historian: Explain Relationships Between Developments 273 275 275 276 278 283 285 285 286 286 287 288 290 295 297 297 298 298 299 303 304 304 305 309 310 310 312 313 316 317 318 319 324 325 325 327 331  Topic 5.8: Reactions to the Industrial Economy Labor Unions The Intellectual Reaction Karl Marx Ottoman Response to Industrialization Reform Efforts in China Resistance to Reform in Japan Limits to Reform Think as a Historian: Explain the Historical Situation of a Source Topic 5.9: Society and the Industrial Age Effects on Urban Areas Industrial Revolution’s Legacy Think as a Historian: Situate a Historical Process in Context Topic 5.10: Continuity and Change in the Industrial Age Economic Continuities and Changes Social Continuities and Changes Political Continuities and Changes Unit 5 Review Historical Perspectives: Did Ottoman Reforms Succeed? Write as a Historian: Develop a Thesis Long Essay Questions Document-Based Question: Women in Japan and Argentina UNIT 6: Consequences of Industrialization from c. 1750 to c. 1900 Topic 6.1: Rationales for Imperialism Nationalist Motives for Imperialism Cultural and Religious Motives for Imperialism Economic Motives for Imperialism Think as a Historian: Explain the Context of the Colonization of Africa Topic 6.2: State Expansion Imperialism in Africa The European Scramble for Africa Imperialism in South Asia Imperialism in East Asia Imperialism in Southeast Asia Australia and New Zealand U.S. Imperialism in Latin America and the Pacific Russian Expansion Think as a Historian: Situate the Monroe Doctrine in Context Topic 6.3: Indigenous Responses to State Expansion Nationalist Movements in the Balkans Resistance and Rebellion in the Americas 332 332 333 334 334 336 337 338 341 343 343 347 350 351 351 353 354 357 357 358 360 361 365 367 367 368 370 374 375 375 377 379 379 380 381 382 383 387 388 388 389 xi  South Asian Movements Southeast Asian Resistance Resistance in Australia and New Zealand African Resistance Think as a Historian: Significance of Point of View in Sources Topic 6.4: Global Economic Development Technological Developments Agricultural Products Raw Materials Global Consequences Think as a Historian: Explain Purpose and Audience of Sources Topic 6.5: Economic Imperialism The Rise of Economic Imperialism Economic Imperialism in Asia Economic Imperialism in Africa Economic Imperialism in Latin America Economic Imperialism in Hawaii Contextualizing Economic Imperialism Think as a Historian: Explain the Context of Economic Imperialism Topic 6.6: Causes of Migration in an Interconnected World Migration through Labor Systems Migration in the Face of Challenges Migration to Settler Colonies Migration,Transportation, and Urbanization Think as a Historian: Connect Migration to Other Developments Topic 6.7: Effects of Migration Changes in Home Societies Effects of Migration on Receiving Societies Prejudice and Regulation of Immigration Think as a Historian: Connect Migration and Systematized Topic 6.8: Discrimination Causation in the Imperial Age Changes in Standards of Living Overseas Expansion Seeds of Revolution and Rebellion Migration and Discrimination Unit 6 Review Historical Perspectives: How did Colonization Promote European Economic Growth? Write as a Historian: Write the Introduction Long Essay Questions Document-Based Question: States and Imperialism xii 445  PERIOD 4: c. 1900 to Present UNIT 7: Global Conflict After 1900 Topic 7.1: Shifting Power Revolution in Russia Upheaval in China Self-Determination in the Ottoman Collapse Power Shifts in Mexico Think as a Historian: Situate the Power Shifts in Context Topic 7.2: Causes of World War I Immediate Causes of the Great War Long-Term Causes of the Great War Consequences of the Great War Think as a Historian: Explain the Concept of Alliance Topic 7.3: Conducting World War I Changes in Warfare The United States Enters the War Total War A Global War The Paris Peace Conference Think as a Historian: Identify Supporting Evidence Topic 7.4: Economy in the Interwar Period The Great Depression Political Revolutions in Russia and Mexico Rise of Right-Wing Governments Think as a Historian: Significance of Historical Situation Topic 7.5: Unresolved Tensions After World War I Effects of the War The Mandate System Anti- Colonialism in South Asia Nationalism in East Asia Resistance to French Rule in West Africa Think as a Historian: Significance of Purpose and Audience Topic 7.6: Causes of World War II The Path to War Nazi Germany’s Aggressive Militarism Japan's Expansion in Asia Think as a Historian: Identify Assumptions Shaping Point of View Topic 7.7: Conducting World War II Japan and Imperialist Policies Germany's Early Victories and Challenges 451 453 453 454 456 456 460 461 461 462 464 468 469 469 471 471 472 474 478 480 480 483 485 491 493 493 494 495 497 499 502 503 503 505 507 510 511 511 512 xiii  Japan Overreaches Home Fronts The Tide Turns in the European Theater The Tide Turns in the Pacific Theater The Last Years of the War Consequences of World War IT Think as a Historian: Evidence to Support, Modify, or Refute Topic 7.8: Mass Atrocities Atrocities in Europe and the Middle East Pandemic Disease Suffering and Famine Casualties of World War IT Genocide and Human Rights Think as a Historian: Relate Historical Developments Topic 7.9: Causation in Global Conflict Political Causes of Global Conflict in the 20th Century Economic Causes of Global Conflict in the 20th Century Effects of Global Conflict in the 20th Century Unit 7 Review Historical Perspectives: What Caused Totalitarianism? Write as a Historian: Write the Supporting Paragraphs Long Essay Questions Document-Based Question: The Outbreak of World War I UNIT 8: Cold War and Decolonization Topic 8.1: Setting the Stage for the Cold War and Decolonization Bringing the War to an End Shifting Balance of Power The Start of the Cold War Breakdown of Empires Think as a Historian: Situate the Cold War in Context Topic 8.2: The Cold War Cooperation Despite Conflict: The United Nations Rivalry in Economics and Politics Conflicts in International Affairs The Space Race and the Arms Race The Non-Aligned Movement Think as a Historian: Explain the Historical Situation of the “Red Scare” Topic 8.3: Effects of the Cold War Allied Occupation of Germany NATO, the Warsaw Pact, and Other Alliances Proxy Wars. Antinuclear Weapon Movement XIV 514 514 514 515 515 515 519 521 521 522 523 523 525 530 531 531 532 533 536 536 537 538 539 545 547 547 548 549 550 553 554 554 554 555 557 557 561 562 562 563 564 567  Think as a Historian: Explain Relationships Through Comparison 570 Topic 8.4: Spread of Communism 571 Communism in China 571 Turmoil in Iran 572 Land Reform in Latin America 573 Land Reform in Asia and Africa 574 Think as a Historian: Explain The Significance of Purpose ina Source 578 Topic 8.5: Decolonization after 1900 579 Movements for Autonomy: India and Pakistan 579 Decolonization in Ghana and Algeria 580 Negotiated Independence in French West Africa 582 Nationalism and Division in Vietnam 583 Struggles and Compromise in Egypt 583 Independence and Civil War in Nigeria 584 Canada and the “Silent Revolution” in Quebec 585 Think as a Historian: Make Connections Through Comparisons 588 Topic 8.6: Newly Independent States 589 Israel’s Founding and Its Relationships with Neighbors 589 Cambodia Gains Independence and Survives Wars 591 India and Pakistan Become Separate Countries 592 Women Gain Power in South Asia 593 Tanzania Modernizes 594 Emigration from Newer Countries to Older Ones 594 Think as a Historian: Use Evidence to Support, Modify, or Refute a Claim 597 Topic 8.7: Global Resistance to Established Power Structures 599 Nonviolence Resistance as a Path to Change 599 Challenges to Soviet Power in Eastern Europe 600 1968: The Year of Revolt 601 An Age of Terrorism 602 Response of Militarized States 603 The Military-Industrial Complex 604 Think as a Historian: Point of View and the Limits of Sources 607 Topic 8.8: End of the Cold War 608 The Final Decades of the Cold War Era 608 The End of the Soviet Union 611 Think as a Historian: From Perestroika to Collapse 614 Topic 8.9: Causation in the Age of the Cold War and Decolonization 615 Challenges to Existing Social Orders 615 Superpower Rivalries 617 Hopes for Greater Self-Government 617 Comparing Political Effects of the Cold War 618 XV  Comparing Economic Effects of the Cold War Comparing Social and Cultural Effects Development of Global Institutions Unit 8 Review Historical Perspectives: Why are some Countries Wealthy? Write as a Historian: Write the Conclusion Long Essay Questions Document-Based Question: The Impact of Decolonization UNIT 9: Globalization after 1900 Topic 9.1: Advances in Technology and Exchange Communication and Transportation The Green Revolution Energy Technologies Medical Innovations Think as a Historian: Identify and Connect Patterns Topic 9.2: Technological Advancements and Limitations — Disease Disease and Poverty Emerging Epidemics Diseases Associated with Longevity Think as a Historian: Connect World War I and the Flu Epidemic Topic 9.3: Technology and the Environment Causes of Environmental Changes Effects of Environmental Changes Debates About Global Warming A New Age? Think as a Historian: Environmental Changes in Different Contexts Topic 9.4: Economics in the Global Age Acceleration of Free-Market Economies Economic Change: New Knowledge Economies Economic Continuities: Shifting Manufacturing Transnational Free-Trade Organizations Multinational Corporations Think as a Historian: Political Campaign vs. Academic Research Topic 9.5: Calls for Reform and Responses An Era of Rights Steps toward Gender Equality Steps toward Racial Equality Human Rights Repression in China Steps toward Environmental Repair Steps toward Economic Fairness xvi 619 620 621 623 623 624 625 626 631 633 633 634 635 635 640 641 641 643 644 648 649 649 650 652 653 656 657 657 659 660 661 662 666 667 667 669 670 673 674 675  Think as a Historian: Human Rights in a Digital Age Topic 9.6: Globalized Culture Political, Social, and Artistic Changes Global Consumer and Popular Culture Global Culture and Religion Think as a Historian: Compare Periods of Globalization Topic 9.7: Resistance to Globalization The Roots of Globalization and Anti-Globalization Why Resist Globalization? Economic Resistance Anti-Globalization and Social Media Think as a Historian: Compare Points of View Topic 9.8: Institutions Developing in a Globalized World The United Nations: A Structure for Peace Assemblies of the United Nations The UN and Human Rights Keeping the Peace Other UN Priorities International Financial NGOs NGOs Separate from the UN Think as a Historian: Compare Two Arguments on the United Nations Topic 9.9: Continuity and Change in a Globalized World Advances in Science and Technology Changes in a Globalized World Unit 9 Review Historical Perspectives: What Happens Tomorrow? Write as a Historian: Reread and Evaluate Long Essay Questions Document-Based Question: Development and Health AP® World History: Modern—Practice Exam Index 678 679 679 680 684 687 688 688 689 691 692 695 696 696 697 698 698 700 700 701 705 707 707 709 713 713 714 715 716 722 751 xvii  Introduction Advanced Placement® courses can be challenging and demanding and you already have a lot of pressures in high school. So why take an AP® course like this one in world history? A growing number of students are enrolling in AP® classes because they realize the many benefits they provide, including: They are a great preparation for college. AP® courses require independent work, like research and analysis, and you have to cover a lot of material in a short time. Taking college level courses can help ease the transition from high school to college. They strengthen your college application. College admissions officers value how AP® courses show that you are ready for college level work. They indicate that you are serious about education and are able to handle a challenge. They can increase your chance of getting scholarship aid. Nearly onethird of colleges consider AP® work when deciding on who will get academic merit assistance. They save time and money. Getting college credit for classes will enable you to graduate sooner. This saves not only on tuition, but on room and board, and living expenses. They are associated with greater college success. Students who take AP® courses and exams have a higher likelihood than other students of academic achievement and completing college on time. They provide greater flexibility in college. With basic coursework handled through AP® credit, you will be free to explore elective studies, study abroad and still graduate on time, and add variety to your academic plan. Advanced Placement® classes are a good choice whatever your academic goals are—getting into college, saving time and money, and succeeding in and enjoying your college career. The placement and credits offered will vary from college to college. The College Board’s website provides a comprehensive list of colleges and universities that accept AP® examinations and the credits they award for passing scores. The rewards of taking on the challenges of an AP® program go beyond the scores and placement. They include the development of lifelong reading, reasoning, and writing skills, as well as an increased enjoyment of history. This introduction will help you understand the structure, content organization, and question types of the AP® World History: Modern exam. xviii WORLD HISTORY MODERN: AP® EDITION  Overview of the AP® World History Exam This textbook was created to help you learn world history at the level assessed on the AP® World History: Modern exam. The exam emphasizes the historical thinking skills used by historians such as analyzing primary and secondary sources, making connections between ideas, and developing historical arguments. It asks students to apply three reasoning processes: explaining comparisons, explaining causation, and explaining continuity and change. The AP® World History: Modern exam is 3 hours and 15 minutes long. The details of the exam, including exam weighting and timing, are outlined below: Section | Question Type Number of | Exam Timing Questions | Weighting PartA 55 40% 55 minutes Multiple-Choice Questions PartB 3 20% 40 minutes Short-Answer Questions * Question 1: Secondary source(s) * Question 2: Primary source Students select one of the following: * Question 3: No stimulus * Question 4: No stimulus Document-Based Question 25% 60 minutes * Question 1 (includes 15-minute reading period) Long Essay Question 15% 40 minutes Students select one of the following: * Question 2 * Question 3 * Question 4 Source: Adapted from AP® World History: Modern Course and Exam Description AP® Scoring Each of these exam components will be explained in this introduction. AP® exams score student performance on a five-point scale: e 5: Extremely well qualified 4: Well-qualified performance e 3: Qualified e 2: Possibly qualified e 1: No recommendation INTRODUCTION xix  An AP® score of 3 or higher is usually considered evidence of mastery of course content similar to that demonstrated in a college-level introductory course in the same subject area. However, the requirements of introductory courses may vary from college to college. Many schools require a 4 ora 5. The AP® exams are built differently than typical classroom tests. For example, the developers of the AP® exams want to generate a wider distribution of scores. They also want higher reliability, which means a higher likelihood that test takers repeating the same exam will receive the same scores. In addition, AP® exams are scored differently. The cutoff for a “qualified,” or level 3, score varies from year to year depending on how well a group of college students who take the test do on it. The writers of the AP® exam also design it to be more difficult. If you take a practice exam before you have fully prepared for the test, don’t be surprised if you have difficulty with many of the questions. More importantly, don’t be discouraged. AP® World History: Modern is challenging. But like many challenges, it can be mastered by breaking it down into manageable steps. How This Book Can Help The goal of this textbook is to provide you with the essential content and instructional materials needed to develop the knowledge and the historical reasoning and writing skills needed for success on the exam. You can find these in the following parts of the book: e Introduction This section introduces the thinking skills and reasoning processes, six course themes, and nine units of the course. A step-bystep skill development guide provides instruction for answering (1) the multiple-choice questions, (2) the short-answer questions, (3) the document-based essay question, and (4) the long essay question. e Concise History The nine units, divided into 72 topics of essential historical content and accessible explanation of events, are the heart of the book. Each unit begins with an overview that sets the context for the events in the unit and a list of the learning objectives covered in each topic. e Maps and Graphics Maps, charts, graphs, cartoons, photographs, and other visual materials are also integrated into the text to help students practice analytical skills. e Historical Perspectives Each unit includes a section that introduces significant historical issues and conflicting interpretations. e Key Terms by Themes To assist reviewing, each topic ends with a list of key terms organized by theme. e Multiple-Choice Questions Each topic contains one set of three multiple-choice questions to assess your historical knowledge and skills using a variety of sources. XX WORLD HISTORY MODERN: AP® EDITION  e Short-Answer Questions Each topic contains two short-answer questions to provide practice writing succinct responses. e Document-Based Questions Each unit includes one DBQ for practice. e Long Essay Questions Each unit contains long essay questions based on each of the reasoning processes. e Practice Examination Following the final unit, the book includes a complete practice examination. e Index. The index is included to help locate key terms for review. A separate Answer Key is available for teachers and other authorized users of the book and can be accessed through the publisher’s website. The Study of AP® World History: Modern Historians attempt to give meaning to the past by collecting historical evidence and then explaining how this information is connected. They interpret and organize a wide variety of evidence from primary sources and secondary texts to understand the past. AP® World History: Modern should develop a student’s ability to think like a historian: to analyze and use evidence, and to deal with probing questions about events, individuals, developments, and processes from 1200 to the present. Often there is no one “answer” for historical questions any more than one historical source can provide a complete answer for a question. Rather, AP® teachers and readers are looking for the student’s ability to think about history and to support ideas with evidence. AP® candidates should appreciate how both participants in history and historians differ among themselves in their interpretations of critical questions in world history. Each unit of this book includes a Historical Perspectives feature to introduce some of the issues raised and debated by historians. The AP® World History: Modern exam does not require an advanced knowledge of historiography — the study of ways historians have constructed their accounts of the past—which some refer to as “the history of history.” Nevertheless, prior knowledge of the richness of historical thought can add depth to your analysis of historical questions. Students planning to take the AP® World History: Modern exam also need to become familiar with and then practice the development of 1) historical thinking skills, 2) the reasoning processes to apply when engaging in historical study, 3) thematic analysis, and 4) the concepts and understandings of the nine units that provide the organization of the course content. These four course components are explained below for orientation and future reference. Don’t become overwhelmed with this introduction, or try to comprehend all the finer points of taking the AP® exam in the first few days or weeks of studying. Mastery of these skills and understanding takes time and is an ongoing part of the study of AP® history. This introduction will become more helpful as a reference after you have studied some historical content and have begun to tackle actual assignments. INTRODUCTION xxi  The Historical Thinking Skills and Reasoning Processes Advanced Placement® history courses encourage students to become “apprentice historians.” The College Board, which creates the AP® exams, has identified six historical thinking skills and three historical reasoning processes for this course. Every question on the exam will require you to apply one or more of these skills or processes. Questions and features at the end of each topic and unit provide frequent opportunities to use them. Historical Thinking Skills Throughout the AP® World History: Modern course, students develop the complex skills that historians exhibit, and benefit from multiple opportunities to acquire these skills. These six skills are: 1. xxii Identify and explain historical developments and processes. This involves, based on the historical evidence, identifying the characteristics and traits of a historical concept, development, or process. Using specific historical evidence, it requires explaining how and why a historical concept, development, or process emerged.. Analyze sourcing and situation of primary and secondary sources. This requires identifying the point of view, purpose, historical situation, or audience of a historical source and describing its significance and limitations.. Analyze claims and evidence in primary and secondary sources. This involves identifying what a source is trying to prove and the evidence used to support the argument, comparing the arguments of at least two sources, and explaining how the evidence affects the argument.. Analyze the context of historical events, developments, or processes. This entails identifying and explaining how a specific historical development or process fits within a historical context.. Using historical reasoning processes (comparison, causation, continuity and change), analyze patterns and connections between and among historical developments and processes. This skill allows students to connect all concepts by identifying patterns among historical developments and processes and explaining how one historical development or process relates to another one.. Develop an argument. This requires: making a historically defensible claim; supporting an argument with evidence; using historical reasoning to explain relationships within pieces of evidence; and corroborating, qualifying or modifying an argument. WORLD HISTORY MODERN: AP® EDITION  Historical Reasoning Processes Historical reasoning processes are taught in AP® World History: Modern and tested on the exam. These are the basic cognitive methods that historians use to understand the past and connect with the historical thinking skills. They include: 1. Comparison This skill is the ability to describe, compare, contrast, and evaluate two or more historical events or developments in the same or different eras or periods, or in the same or different locations. It requires an ability to identify, compare, contrast, and evaluate a given historical event or development from multiple perspectives. 2. Causation This skill is the ability to identify, analyze, and evaluate the relationships among many historical events and developments as both causes and effects. Not all causes and effects are equally important. A key task of a historian is to determine which causes and effects are primary, and which are secondary. Showing persuasive evidence of causation is difficult. Many events are simply correlated, which means they occur at the same time or one occurs right after the other, but there is no persuasive evidence that one caused the other. 3. Continuity and Change over Time This skill is the ability to recognize, analyze, and evaluate the dynamics of history over periods of time of varying lengths, often investigating important patterns that emerge. The study of themes in history (explained later in this introduction) is often the tool of choice to understand continuity and change over time. Course Themes Each AP® World History: Modern exam question is also related to one or more of six course themes. The strong focus on these six themes and related concepts will help you think about the main ideas and deepen your understanding of world history. They help identify trends and processes that have developed throughout centuries in different parts of the world: 1. Humans and the Environment The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments. 2. Cultural Developments and Interactions The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications. INTRODUCTION XXili  3. Governance A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. 4. Economic Systems As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services. Yi Social Interactions and Organization The process by which societies group their members, and the norms that govern the interactions between these groups and between individuals, influence political, economic, and cultural institutions and organizations. = Technology and Innovation Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences. Source: Adapted from AP® World History: Modern Course and Exam Description Understanding and applying the themes will enable you to make connections across units (explained below) and to think about broad historical ideas and trends. Course Units The AP® World History: Modern course is divided into nine units that are arranged in a sequence frequently used in college texts. Chronological periods are covered in two or three specific units although the dates are not intended to be limiting. Events, processes, and developments may begin before, or continue after, the dates assigned to each unit. Each unit will include examining the topics using historical thinking skills and reasoning processes. The units are further broken down into topics. The nine historical units are: e The Global Tapestry (c. 1200 to c. 1450) This unit’s topics address developments in East Asia, Dar al-Islam, South and Southeast Asia, and Europe, and state building in the Americas, as well as comparisons of these various developments. e Networks of Exchange (c. 1200 to c. 1450) This unit’s topics address important trade and cultural interchange developments including the Silk Roads, the Mongol Empire, and the Indian Ocean and transSaharan trade. The unit discusses the cultural and environmental consequences of these exchanges and suggests economic comparisons of the various networks. xxiv WORLD HISTORY MODERN: AP® EDITION  e Land-Based Empires (c. 1450 to c. 1750) This unit describes and compares the expansion, administration and belief systems of various land-based empires. e Transoceanic Interconnections (c. 1450 to c. 1750) This unit includes: the technological innovations of that time; the causes and events connected to exploration in that period; the trade of natural resources, populations, technology, and diseases between the Americas, Europe, and Africa after Columbus’ explorations; and the establishment, maintenance and development of maritime empires. It addresses challenges to state power and changes in social hierarchies and focuses on a discussion of continuity and change during this period. e Revolutions (c. 1750 to c. 1900) This unit first deals with the Enlightenment, nationalism, and revolutions during this period. It then focuses on the Industrial Revolution: its beginnings, spread, and the associated technologies. The unit further addresses the role of governments, economic developments, reactions to the industrial economy, and societal changes in the age of industrialization. Finally, it concentrates on examining continuity and change during this period. e Consequences of Industrialization (c. 1750 to c. 1900) This unit addresses the rationales for imperialism and describes the state expansion at that time, as well as the indigenous populations’ response to it. Global economic development and imperialism are topics, and the causes and effects of migration are discussed. This unit emphasizes causation as an essential reasoning process in historical analysis. e Global Conflict (c. 1900 to the Present) This unit examines the global power shifts after 1900 and the causes and conduct of World War I. It explores the economy between the two world wars, the tensions following World War I, and the causes and conduct of World War II. The unit also discusses the mass atrocities after 1900 and examines causation in global conflict. e Cold War and Decolonization (c. 1900 to the Present) This unit begins with the antecedents of the Cold War and decolonization. It discusses the period of the Cold War, its effects, and its end. It addresses the spread of communism and decolonization, including resistance to established power structures and newly independent states. It finally focuses on causation in this period. e Globalization (c. 1900 to the Present) This unit examines advances and limitations of technology after 1900. It considers economics in the global age as well as the calls for reform. Globalized culture and institutions are addressed and the resistance to globalization is reviewed. The final topic emphasizes continuity and change in the era of globalization. INTRODUCTION XXV  The following table specifies the weight given to each unit in the AP® exam. Unit Chronological Period Exam Weighting Unit 1: The Global Tapestry c. 1200 to c. 1450 8-10% Unit 2: Networks of Exchange c. 1200 to c. 1450 12-15% Unit 3: Land-Based Empires c. 1450 to c. 1750 12-15% Unit 4: Transoceanic Interconnections c. 1450 to c. 1750 12-15% Unit 5: Revolutions c. 1750 to c. 1900 12-15% Unit 6: Consequences of Industrialization c. 1750 to c. 1900 12-15% Unit 7: Global Conflict c. 1900 to the present 8-10% Unit 8: Cold War and Decolonization c. 1900 to the present 8-10% Unit 9: Globalization c. 1900 to the present 8-10% Source: Adapted from AP® World History: Modern Course and Exam Description Answering the AP® Exam Questions History, like any field of study, is a combination of subject matter and methodology. The history thinking skills, reasoning processes, and themes are methods or tools to explore the subject matter of history. One cannot practice these skills without knowledge of the historical content and understanding of specific historical evidence. The following section provides suggestions for development of another set of skills useful for answering the questions on the AP® exam. Again, the “mastery” of these skills, particularly writing answers to AP® questions, takes practice. This section will suggest how to develop the skills related to each different kind of question on the exam: e multiple-choice questions e short-answer questions e document-based questions e long essay questions xxvi WORLD HISTORY MODERN: AP® EDITION  The AP® exam assesses six historical thinking skills. Historical Thinking Skill Skill 1: Developments and Processes Skill 2: Sourcing and Situation Skill 3: Claims and Evidence in Sources Skill 4: Contextualization Skill 5: Making Connections Skill 6: Argumentation Multiple-Choice Questions Multiple-choice questions assess students’ ability to identify and explain historical developments and processes. Multiple-choice questions assess students’ ability to analyze sourcing and situation of primary and secondary sources. Students will need to identify and explain a source’s point of view, purpose, historical situation and audience, including its significance. Additionally, students will need to explain how the sourcing and situation might limit the use(s) of a source. Multiple-choice questions assess students’ ability to analyze arguments in primary and secondary sources, including identifying and describing claims and evidence used. Additionally, students will need to compare arguments and explain how claims or evidence support, modify, or refute a source’s argument. Multiple- choice questions assess students’ ability to identify and describe a historical context for a specific historical development or process as well as explain how a specific development or process is situated within a broader historical context. Multiple-choice questions assess students’ ability to analyze patterns and connections between and among historical developments and processes using historical reasoning (e.g., comparison, causation, continuity and change). No multiple-choice questions explicitly assess the argumentation skill. Source: AP” World History: Modern Course and Exam Description Free-Response Questions The short-answer questions, document-based question, and long essay question assess students’ ability to identify and explain historical developments and processes. Short-answer questions 1 and/ or 2 assess students’ ability to analyze the sourcing or situation in primary or secondary sources. The document-based question assesses students’ ability to analyze how the point of view, purpose, historical situation, and/or audience is relevant to an argument. Short-answer questions 1 and/ or 2 assess students’ ability to analyze arguments in primary or secondary sources. The document-based question also provides opportunities for students to analyze arguments in primary sources. The document-based question and long essay question assess students’ ability to describe a broader historical context relevant to the topic of the question. One or two of the short-answer questions may also assess this skill. The document-based question, long essay question, and one or more of the short-answer questions all assess this skill. The document-based question and long essay question assess argumentation. INTRODUCTION XXVİİ  Section l: Part A— Multiple-Choice Questions (MCQs) The College Board asks 55 multiple-choice questions on the AP® World History: Modern exam, and students have 55 minutes to complete this section. Questions will be related to the analysis of a stimulus —a primary or secondary source, such as a passage, image, map, or table. Each question will have one best answer and three distracters. The questions will emphasize the student's ability to analyze the source and use the historical reasoning skill the question requires. This textbook provides preparation for the multiple-choice questions section of the exam through items at the end of each topic and on the Practice Exam at the end of the book. The MCQs in this book are similar in form and purpose to those appearing on the AP® exam but are also designed to review the content and understanding of the topic. A plan of action for answering multiple choice questions consists of several steps: e Analyzing the Stimulus On the AP® exam, multiple-choice questions will be introduced with a stimulus. When analyzing a stimulus, ask yourself basic questions to spark your thinking: Who? What? When? Where? and Why? Beyond these questions, one of the most important questions to ask is, “What is the point of view of the author, artist, or speaker?” The multiple-choice questions about an excerpt will test your understanding of it. In addition, the questions will focus on one or more historical thinking skills. e Making a Choice You need to read the stem (the question or statement before the choices of possible answers) and all four choices carefully before you choose your answer. More than one choice may appear to be correct at first, but only one will be the best answer. If you are confident which answer is best, eliminate answers you recognize as incorrect. Choices that include words that reflect absolute positions, such as always or never are seldom correct, since historical evidence can rarely support such clarity. Make judgments about the significance of a variety of causes and effects. Since the exam format does not deduct for incorrect answers, you get no penalty for guessing wrong. So you should answer every question. Obviously, though, the process of first eliminating a wrong answer or two before guessing increases your chances of choosing the correct answer. e Budgeting Your Time The exam allows 55 minutes to answer the 55 questions. Fifty-five minutes does not allow enough time to spend 2 or 3 minutes on difficult questions. For questions involving a passage, chart, or picture, read the question first. If you find a question is hard, make a guess and then come back to it later if you have time. Recommended Activities Practicing sample multiple-choice questions is important before the exam, if for no reason other than to reduce the number of surprises about the format of the questions. However, for many students, the review of content through multiple-choice questions is not the most productive XXViii_ WORLD HISTORY MODERN: AP® EDITION  way to prepare for the exam. The purpose of the chapter content in this text is to provide a useful and meaningful review of the essential concepts and evidence needed for the exam. By reviewing the essential facts in the historical content, you will better recall and understand connections between events, which is extremely important for applying the historical reasoning skills. Section I: Part B— Short-Answer Questions (SAQs) The AP® World History: Modern exam will include four SAQs. No thesis is required in the SAQ answers. You will have 40 minutes to answer three of them. Each question consists of three parts, labeled A, B, and C. e Short-answer question | is required and includes a secondary source stimulus. The topic of the question will include historical developments or processes between the years 1200 and 2001. Short-answer question 2 is required and includes a primary source stimulus. The topic of the question will include historical developments or processes between the years 1200 and 2001. Students may select either short-answer question 3 or 4, neither of which includes a stimulus. Short-answer question 3 will focus on historical developments or processes between the years 1200 and 1750. Short-answer question 4 will focus on historical developments or processes between the years 1750 and 2001. Section Il: Free Response Questions — Document-Based Question (DBQ) The exam includes one document-based question (DBQ) that includes seven documents. The topic of the DBQ will include historical developments or processes between the years 1450 and 2001.The answer should do the following: e Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. e Describe a broader historical context relevant to the prompt. e Use the provided documents to support an argument in response to the prompt. e Use historical evidence beyond the documents relevant to an argument about the prompt. e For at least three documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument. e Demonstrate a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. Source: AP” World History: Modern Course and Exam Description INTRODUCTION XXİX  In short, you should state a clear thesis and provide support for it from the documents. To receive a top score, you will need to refer to at least six of the documents in your analysis. To strengthen the probability of earning the maximum point value for this question, however, use all seven documents. In addition, you should analyze one or more of these elements of three documents: e the creator’s point of view e the creator’s purpose e the historical situation when the document was produced e the intended audience for the document Some teachers refer to this analysis of the elements as “sourcing” the document. Earning credit for sourcing a document requires more than a simple statement such as “The intended audience is the elite class.” You will also need to state the significance of this analysis. In other words, give a reason or further explanation of the significance for the point of view, purpose, historical situation, or intended audience. To determine significance, ask yourself, “What is the creator’s point of view?” “Why did the creator produce the document?” “In what historical situation was the document created?” “What audience was the creator addressing?” The answers to these questions are often overlapping. Besides using evidence stated in the documents, you should include outside knowledge in your response. This consists of additional examples, details, and analysis that provide context or clarify what is in the documents or that provide new information that supports your thesis. Answering a DBQ builds on the skills for writing responses to the essay questions. (These are discussed in more detail in the following section on the long essay question.) The same skills apply here: e Write a thesis statement that addresses all parts of the question. Provide historical context for your argument. e Build argumentation supported by relevant specific evidence. e Use the historical thinking skill targeted in the question. e Use evidence in a compelling way. The most important difference between a DBQ response and a long essay is that your DBQ response should refer to specific sources to support arguments. A common mistake writers make in answering a DBQ is to write little more than a descriptive list of the documents. The order of the documents in the DBQ should not control the organization of the essay. Rather, group the documents based upon how they support your thesis. Analyze the documents for evidence they provide, and integrate them into an organized and persuasive essay. XXX WORLD HISTORY MODERN: AP® EDITION  In a strong essay, a writer groups pieces of evidence from the documents that relate to each other. However, grouping requires more than simply placing related evidence within the same paragraph. It also requires seeing commonalities and contradictions in the evidence, and explaining how they both fit your argument. Words and phrases such as similarly, in addition, and as well as alert the reader that you see a common element among the documents. Phrases such as in contrast to or this is different from alert the reader that you see contradictory evidence in the documents. Use the practice DBQs to develop your historical reasoning skills as well as the writing skills needed for answering the DBQ on the exam. Here are some tips for writing an effective DBQ: 1. Use the 15-minute reading period to make marginal notes on the documents. Underline key parts of the prompt to help keep you on track. Before writing, formulate a thesis that addresses all parts of the question. 2. Keep references to the documents brief. Because the exam readers know the content of the documents, you do not need to quote them. A reference to the document’s author or title is enough. Many writers simply cite the document number in parentheses, such as (Doc. 1). Readers like this system as well because it is simple and clear. 3. Use all of the documents. However, recognize that each document represents a point of view, and some might contain information that is not accurate. 4. Address contradictory evidence. Your thesis should be complex enough to account for evidence that does not support your argument, and you should demonstrate that you understand other points of view and the context in which documents were created. Demonstrate your judgment about the sources based on your knowledge of the historical period. Recommended Activities As a prewriting activity for the DBQs, work with a small group of classmates to read and discuss a contemporary primary source document and two historical ones. For each, discuss the author’s point of view, intended audience, purpose, and historical context. Following is a practice scoring guide for DBQs based on the College Board’s grading rubric. (Check apcentral.collegeboard.com for the full rubric and any updates.) Use this guide to evaluate your work and to internalize the criteria for writing a strong DBQ essay. INTRODUCTION XXXİ  Scoring Guide for a Document-Based Question Answer A.Thesis/Claim: 0—1 Point B. xxxii Q 1 point for a historically defensible thesis/claim that establishes a line of reasoning to address the question and does not merely restate it. The thesis must be at least one sentence and located in one place, either in the introduction or in the conclusion. Contextualization: 0—1 Point ù 1 point to describe the broader historical context of the question, such as developments either before, during, or after its time frame. Describing the context requires more than a mere phrase or reference.. Evidence: 0-3 Points Evidence from the Documents: 0—2 Points Q) 1 point for accurately describing the content of three documents that address the question. OR (Either the 1 point above or the 2 points below, but not both.) (J 2 points for accurately describing the content of six documents and using them to support the arguments used in response to the question. Using the documents requires more than simply quoting them. Evidence Beyond the Documents: 0-1 Point Q 1 point for using at least one additional piece of specific historical evidence beyond those found in the documents that is relevant to the arguments for the question. The evidence must be different from evidence used for the contextualization point and more than a mere phrase.. Analysis and Reasoning: 0—2 Points (Unlike the LEQ scoring, both points can be gained) Q 1 point for using at least three documents to explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument used to address the question. QJ | point for demonstrating a complex understanding of the historical developments by analyzing the multiple variables in the evidence. This can include analyzing more than one cause, both similarities and differences, both continuity and change, and/or the diversity of evidence that corroborates, qualifies, or modifies an argument used to address the question. Source: AP® World History: Modern Course and Exam Description WORLD HISTORY MODERN: AP® EDITION  Section Il: Free Response Questions Long Essay Questions (LEQs) In forty minutes, test takers will answer one of three questions with a long essay. All three options focus on the same reasoning process, but on historical developments and processes in different time periods. The first period is from 1200 to 1750, the second from 1450 to 1900 and the third from 1750 to 2001. Before you begin to write, take a few minutes to identify key points and plan the structure of your essay. Your essay responses will be evaluated on the argument you present. It is important to provide a clear thesis and support it with evidence. Development of Essay Writing Skills Begin developing your writing skills as soon as the course starts. Rather than simply writing and rewriting complete essays, break down the skills needed to write an effective AP® history essay into sequential steps and work on one of them at a time. Following are basic steps in writing an essay: e Analyze the question. e Organize the evidence. e Take a position and express it in a thesis and introductory paragraph. e Write the supporting paragraphs and conclusion. e Evaluate the essay. 1. Analyze the Question Some students rush to start writing and fail to grasp the question fully. Before writing, ask yourself two questions: e What is the topic? e What is the historical reasoning skill? Read over the question or prompt two or more times. What are the key words or phrases in the question? Underline them. They could be verbs such as evaluate, analyze, explain, support, or refute. All questions have one thing in common: They demand the use of historical reasoning skills and analysis of the evidence. An essay answer will not receive full credit by simply reporting information: You need to demonstrate that you can use the targeted historical reasoning skill. An essay that fails to deal with all parts of the question will receive a lower score than one that addresses the entire question. The few seconds you take to identify the topic and key reasoning process will help you avoid the mistake of writing a clear, information-rich essay that receives little or no credit because you answered a question that was not asked. INTRODUCTION XXXİİİ  Recommended Activity As an initial skill-building activity, analyze essay questions provided throughout this book. Underline the key words that indicate what the writer should do, and circle the words that indicate the specific parts or aspects of the content that need to be addressed. 2. Organize the Evidence Directions for the AP® World History: Modern exam advise students to spend some time planning before starting to answer the essay question. This advice emphasizes how critical it is to first identify what you know about the question and then organize your information. A recommended practice is to spend five minutes to create a brief outline, table, or other graphic organizer summarizing what you know about the question. Recommended Activity Practice identifying the type of evidence you will need to answer questions by creating an outline, table, Venn diagram, or other graphic organizer for a provided sample essay question. 3. State Your Thesis in the Introductory Paragraph After you organize the evidence that you know, you can write a thesis statement that you can support. A strong thesis, or argument, is an essential part of every long essay answer. Writers usually state the thesis in the first paragraph and they often restate it in the final paragraph. A thesis must be more than a restatement of the question. A thesis requires taking a position on the question. In other words, it must be evaluative. Many students have difficulty taking a position necessary to build a strong argument. Sometimes they are afraid of making a mistake or taking a position they think the readers will disagree with. But think about the nature of history. History does not offer the certitude of mathematics or the physical sciences. Disagreement over the interpretation of historical evidence develops because of the limitations of the evidence available and the differing perspectives of both participants and historians. AP® readers are looking not for the “right answer” but for a writer’s ability to interpret the evidence and use historical support for that interpretation. If you think that you can write an essay without making some judgment that results in a thesis statement, you have not understood the question. Recommended Activity Work with one or two partners. Each of you should write a prompt that might appear on a test based on a current event in the news. Exchange prompts. Then write a thesis statement in response to your partner’s prompt. Compare and discuss your thesis statements using these guide questions: e Does the thesis take a position? e Does the thesis offer an interpretation of the question? e Does the thesis help organize ideas for an essay? XXXİV WORLD HISTORY MODERN: AP® EDITION  The main point of the first paragraph is to state clearly a thesis that addresses the question. Readers will look for a clear thesis that sets the organization for the rest of the essay. An effective introductory paragraph may also provide the context of the question and a preview of the main arguments that will be developed in the subsequent paragraphs. However, this additional information should not distract from the thesis statement. One classic model for making an argument is the five-paragraph essay. It consists of a one-paragraph introduction, three paragraphs of support, and a one-paragraph conclusion that ties back to the introduction. This model shows the importance of the introductory paragraph in shaping the full essay, including the arguments to be developed. However, the total number of paragraphs in your essay is for you to determine. Your introduction and your conclusion might each require more than one paragraph, and you are likely to need more than three paragraphs of support. Recommended Activity Practice writing introductory paragraphs for the sample essay questions. Next, follow up the introductory paragraph with an outline of the supporting paragraphs. For each paragraph, list historical evidence that you will link to the thesis. The exercise of writing an introductory paragraph and an outline of your supporting paragraphs helps in two ways. e It reinforces the connection of the main points in the introduction to the supporting paragraphs. e It requires you to think in terms of historical evidence before you start writing a complete essay. 4. Write the Supporting Paragraphs and Conclusion The number and lengths of the paragraphs forming the body of the essay will vary depending on the thesis, the main points of your argument, and the amount of historical evidence you present. To receive the highest score, you must also explain how specific historical evidence is linked to the thesis. Each essay also will have a targeted historical reasoning skill that you should use to analyze the historical development or process you identified in your thesis. INTRODUCTION XXXV  The list that follows shows the main focus of an essay based on key words in the prompt. e Compare: Provide a description or explanation of similarities and/or differences. e Describe: Provide the relevant characteristics of a specified topic. e Evaluate: Judge or determine the significance or importance of information, or the quality or accuracy of a claim. e Explain: Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning. Explaining “how” typically requires analyzing the relationship, process, pattern, position, situation, or outcome, whereas explaining “why” typically requires analysis of motivations or reasons for the relationship, process, pattern, position, situation, or outcome. e Identify: Indicate or provide information about a specified topic, without elaboration or explanation. e Support an Argument: Provide specific examples and explain how they support a claim. Source: AP® World History: Modern Course and Exam Description Besides your ability to address the targeted reasoning process, your essay will be assessed on how well you develop your argument. Readers will consider how well you use specific historical evidence, recognize the historical context, and include evidence from outside the theme and time period of the question prompt. Your goal is not to fill a specific number of pages but to write an insightful, persuasive, and well-supported answer. Many students fail to achieve the full potential of their essay because they simply list a few generalities or a “laundry list” of facts, and they do not answer the full question. Keep in mind that the readers of your essay are not looking for a retelling of history, or “stories.” They will be grading you on your ability to craft an analytical essay that supports an argument with specific evidence. A short yet concise essay in which every word has a purpose is better than an essay bloated with fillers, flowery language, and interesting stories. Your conclusion should restate the thesis. In addition, it should answer the larger question of “So what?” That is, the conclusion should provide the context and explain why the question is relevant in a broader understanding of history. XXXVI WORLD HISTORY MODERN: AP® EDITION  General Writing Advice Here are some tips to keep in mind as you start practicing the writing of history essays for the exam. e Write in the third person. Avoid using first-person pronouns (I, we). Write your essay in the third person (it, they, she, etc.). e Write in the past tense. Use past tense verbs, except when referring to sources that currently exist (e.g., the document implies). e Use the active voice. Readers prefer the active voice (“The Mongols conquered China.’”) over the passive voice (“China was conquered by the Mongols.”) because it states cause and effect more clearly. e Use precise words. Use words that clearly identify persons, factors, and judgments. Avoid vague verbs such as felt. Use stronger verbs instead such as insisted, demanded, or supported. Also, avoid vague references, such as they and others, unless you are clearly referring to people already identified. Use specifics, such as Louis XVI of France. Use verbs that communicate judgment and analysis, such as reveal, exemplify, demonstrate, imply, and symbolize. e Explain key terms. The majority of questions will deal with specific terms, and an essential part of your analysis should be an explanation of these terms. e Anticipate counterarguments. Consider arguments against your thesis to show that you are aware of opposing views. The strongest essays confront conflicting evidence by explaining why it does not undercut the thesis. The statement of counterarguments is known as the concession or the conciliatory paragraph. Writers often present it directly following the introduction. e Remain objective. Avoid opinionated rhetoric. The AP® test is not the place to argue that one group was the “good guys,” while another was the “bad guys.” And do not use slang terms such as “bad guys”! e Communicate your organization. Each paragraph in your essay should develop a main point that is clearly stated in the topic sentence. It is also good practice to provide a few words or a phrase of transition to connect one paragraph to another. Each paragraph should also include a sentence that links the ideas in the paragraph to the thesis statement. e Return to the thesis. Writers often restate their thesis in the final paragraph in a fresh and interesting manner or explain its significance. The conclusion should not try to summarize all the data or introduce new evidence. If you are running out of time, but have written a wellorganized essay with a clear thesis that is supported with evidence, your conclusion can be very short. As noted earlier, including your thesis in the first and the last paragraph helps you make sure you have stated it clearly. INTRODUCTION XXXVİİ  Recommended Activity Your first effort to write an AP® World History: Modern essay will be a more positive experience if it is an untimed assignment. After gaining confidence in writing the essay, you should try your hand at a timed test similar to that of the AP® exam (40 minutes for the essay). The purpose of such practice is to become familiar with the time constraints of the exam and to learn ways of improving the clarity as well as the efficiency of your writing and to gain insight into the type of information needed. The feedback from these practice tests — whether from teachers, peers, or self-evaluation—is essential for making progress. 5. Evaluate Your Essay Peer evaluation, as well as self-evaluation, can also help you internalize the elements of an effective essay and learn ways to improve. Breaking down the process into manageable steps is one key for improvement. The use of the essay-evaluation techniques can help students better understand the characteristics of an excellent essay. Recommended Activity The following activity provides a set of questions about how effectively an essay achieves the elements that the AP® readers look for in their grading: 1. Introductory Paragraph Underline the thesis and circle the structural elements identified in the introduction. How effectively does the introductory paragraph prepare the reader for the rest of the essay? How might you improve the introductory paragraph?. Thesis Is the thesis clear? Does it take a position and address all parts of the question?. Analysis Does the body of the essay provide analysis of the question? Does the body reflect the argument and controlling ideas stated in the introductory paragraph? Does the body acknowledge opposing points of view? How could the analysis be improved?. Evidence Is the thesis supported clearly with substantial, relevant information? Is the evidence clearly connected to the stated thesis through strong paragraph topic sentences? What significant additional information or evidence could have been used for support?. Errors What minor or major errors in fact or analysis does the essay display?. Presentation How well organized and persuasive is the essay? Do the supporting paragraphs and their topic sentences address all parts of the essay prompt and stated thesis? Do paragraph composition, sentence structure, word choice, and spelling add to or detract from the essay? Identify areas that need improvement. XXXVİİİ WORLD HISTORY MODERN: AP® EDITION  Recommended Activity Evaluation by a teacher and self- evaluation of essay work may be initially less threatening than peer evaluation, but once a level of confidence is established, peer evaluation can help you become a better writer and is often the most useful form of feedback. This scoring guide for the long essay question is based on the College Board’s grading rubric. (Check apcentral.collegeboard.com for the full rubric and any updates.) Use the guide to evaluate your work and internalize the characteristics of a strong long essay. Scoring Guide for a Long Essay Question Answer A. Thesis/Claim: 0-1 Point Q 1 point for a historically defensible thesis/claim that establishes a line of reasoning to address the question and not merely restate it. The thesis must be at least one sentence and located in one place, either in the introduction or in the conclusion. B. Contextualization: 0—1 Point QO) 1 point to describe the broader historical context of the question, such as developments either before, during, or after its time frame. Describing the context requires more than a mere phrase or reference. C. Evidence: 0-2 Points QO) 1 point for identifying specific historical examples of evidence relevant to the question. OR (Either the 1 point above or the 2 points below, but not both.) U 2 points for using specific and relevant historical examples of evidence that support the arguments used to address the question. D. Analysis and Reasoning: 0-2 Points Q 1 point for using historical reasoning to frame or structure the arguments that address the question, such as causation, comparison, or continuity and change over time. Reasoning may be uneven or not as complex as needed to gain 2 points. OR (Either the | point above or the 2 points below, but not both.) U 2 points for using historical reasoning and demonstrating a complex understanding of the historical developments by analyzing the multiple variables in the evidence. This can include analyzing more than one cause, both similarities and differences, both continuity and change, and/or the diversity of evidence that corroborates, qualifies, or modifies an argument used to address the question. Source: AP® World History: Modern Course and Exam Description INTRODUCTION XXXiX  Review Schedule Plan how you will prepare to take the AP® World History exam. Set a schedule for your review of each unit. You might spread your review over a long or a short amount of time. Many students find that study groups are helpful. The following is a sample of a review schedule using this text. It assumes the review will take place over six weeks: e Week 1: Review writing skills e Week 2: Period 1, (Units 1-2) e Week 3: Period 2, (Units 3—4) e Week 4: Period 3, (Units 5—6) e Week 5: Period 4, (Units 7—9) e Week 6: Complete and review the Practice Exam Staying with a schedule requires discipline. A study group that chooses a specific time and place to meet and sets specific objectives for each meeting can reinforce the discipline of all its members. Some individuals may find it more productive to create a review schedule for themselves. If this review text has been used in conjunction with a history course, your familiarity with the essential content and skills developed in this book should make it an even more convenient and efficient review tool. xl WORLD HISTORY MODERN: AP® EDITION  PROLOGUE: History before © 1200 C.E. Part 1: Human Development to c. 600 B.C.E. The First Migrations Modern humans first appeared in East Africa between 200,000 B.C.E. and 100,000 B.C.E. (Before the Common Era, sometimes referred to as B.C.). They survived by hunting animals and foraging for seeds and edible plants. Living in small groups, usually no more than a few dozen people, they did not have permanent homes. As they moved about in search of food, they slowly adapted to new environments, developed genetic and cultural differences, learned how to control fire and make stone tools, and created artistic drawings and paintings. They developed a system of religious beliefs called animism, a reverence for deities associated with features of nature, such as animals or specific mountains or rivers. These societies were fairly egalitarian, but they showed early signs of patriarchy, domination by males. Sometime between 100,000 and 60,000 years ago, and perhaps due to the end of the last major ice age, people’s movements in search of food took them beyond East Africa. They began populating the rest of the globe. By 10,000 B.C.E., humans lived on every continent except Antarctica. Migration Out of Africa ARCTIC OCEAN 15,000 B.C. Es STRAIT ATLANTIC PACIFIC OCEAN OCEAN First appearance of modern Homo sapiens: 200,000 B.C.E. ATLANTIC INDIAN OCEAN OCEAN < 0 1,000 miles Equator 10,000 B.C.E. -—— 0 1,000 kilometers Accurate at 30° N, 0°E and at 30°S, 0°E. SOUTHERN OCEAN PROLOGUE xli  The Agricultural Revolution Around 10,000 years ago, or about 8000 B.C.E., the climate was warming from an Ice Age. As it did, humans began to plant crops and raise animals for food. This change, called the Agricultural Revolution, began in the Middle East. Because of this development, people began to produce a surplus of food. For the first time in human history, one part of the population produced enough food to feed everyone. This allowed part of the population to specialize in nonfood producing activities. This specialization change transformed every aspect of human life, causing innovations and trends that have existed ever since: The population grew. People lived in larger settlements that eventually developed into cities. People became highly skilled at one job. Artisans made tools and weapons. Merchants engaged in trade. Priests conducted rituals. People developed new technology. They learned how to improve irrigation systems, make use of the wheel in transportation, and replace stone with metals such as bronze and iron for making tools and art. People created more extensive governments and taxation. The desire to keep records about trade and taxes led to the invention of writing. Competition for resources and the accumulation of wealth increased group conflicts. However, the development of government provided a more peaceful way to settle conflicts between individuals. People became more sharply divided into social classes by wealth and occupation. In general, the status of women declined. The First Civilizations Trends that began to emerge after the Agricultural Revolution led to the first civilizations, large societies with cities and a powerful state. Most were in river valleys, places with fresh water and fertile land. Mesopotamia The world’s first civilization was in Mesopotamia, a region around the Tigris and Euphrates rivers in what is today Iraq. Several cultures emerged in this region, many based on city- states. A city-state is an independent state made up of a city and its surrounding territory. All citystates were highly patriarchal, built monumental architecture such as religious temples called ziggurats, and engaged in long-distance trade. The people were polytheistic, believing in many gods. Sumer was a city-state along the southernmost region of ancient Mesopotamia. As taxes and trade became more complex, the Sumerians invented cuneiform, the first written language in history. They used cuneiform to record the first written laws. Egypt In the Nile River valley, Egypt prospered. Though it shared many traits with Mesopotamia, Egypt was highly centralized under one ruler, called a pharaoh. The Egyptians developed their own writing system (hieroglyphics) xlii WORLD HISTORY MODERN: AP® EDITION  and a complex system of mathematics. They built monumental architecture (pyramids) that demonstrated the pharaoh’s power. Egyptian women were allowed to own property, and they were recognized as legally equal to men in court. These rights gave women a higher social standing than their counterparts in other patriarchal civilizations. Indus Archaeological remains show the sophistication of ancient civilizations along the Indus River in South Asia. Cities such as Harappa and Mohenjo- Daro engaged in long-distance trade with Mesopotamia, practiced polytheism, developed technology such as indoor plumbing, and planned the layout of urban areas. However, no one has deciphered their language, so less is known about them than about other early civilizations. China Along the Huang He River in northern China, a highly patriarchal and centralized system developed. One of its distinctive features was the special honor that its people gave to their ancestors. Non-River Valley Civilizations Two early civilizations in the Americas did not develop in river valleys. The Olmec in Mesoamerica and the Chavin in the Andes were complex societies that participated in extensive trade. Source: Getty Images Source: Getty Images Monumental architecture such as pyramids in Egypt (upper) and ziggurats in Mesopotamia (lower) reflected the power of early governments to organize workers to build large structures. PROLOGUE Xliii  Hinduism and Judaism At the same time that cities were growing, people began developing new ideas about religion. In animism, most deities were identified with specific places. Over time, people developed more abstract beliefs in which deities were not fixed in location. As people moved, they could take their deities with them. In some places, belief in many gods (polytheism) was replaced with a belief in just one supreme deity, monotheism. Hinduism The belief now called Hinduism is sometimes categorized as polytheistic and sometimes as monotheistic. The origins of Hinduism go back at least 3,500 years. People called Aryans from north of the Himalaya Mountains migrated south to what is now Pakistan and India. They spoke an Indo-European language, and they brought with them scriptures called the Vedas and a belief that many deities existed. However, over time, people came to regard all deities as the expression of one supreme deity. The Vedas taught that the soul of a person is reborn, or reincarnated, many times. Eventually, a soul would spiritually advance enough to become liberated from this cycle of death and rebirth. The Vedas taught that people should organize society into sharply defined classes, called castes. The caste system prohibited social mobility. While the caste system kept society stratified, society was also unified. Zoroastrianism A clear example of an early form of monotheism is Zoroastrianism. This belief system developed in Persia. Followers of this faith focus on human free will and the eternal battle between the forces of good and evil. Judaism The most influential example of monotheism is Judaism. Its earliest adherents were known as Hebrews or Israelites, but they have long been called Jews. Judaism developed in and around what is now the state of Israel. The Jewish people trace their history to the teachings of Abraham, who lived about 4,000 years ago. Jews believe that they have entered into a covenant, or mutual promise, with their God, whom they call Yahweh. In return for their devotion, Yahweh would consider them his chosen people. Judaism was further developed with the codification of Hebrew Scriptures, sometimes called the Old Testament. Like Judaism, two other faiths— Christianity and Islam—are also monotheistic religions that looked back to Abraham as an important figure. Christianity and Islam will be discussed later in this Prologue. xliv WORLD HISTORY MODERN: AP® EDITION  Part 2: The Classical Era, c. 600 B.C.E. to c. 600 C.E. Several great empires that arose between 600 B.C.E. and 600 C.E. became the core foundations of later civilizations in their region: e western Eurasia: the Persian, Greek, Roman and Byzantine empires e southern Asia: the Mauryan and Gupta empires e eastern Asia: the Qin and Han dynasties e Mesoamerica: the Mayan Empire These empires provided political and economic security for their people. Goods and ideas flowed along land routes such as the ones in Eurasia known as the Silk Roads and maritime routes in the Mediterranean Sea and Indian Ocean. These trade routes fostered the development of such great cities as Rome (Italy), Constantinople (Turkey), Damascus (Syria), Pataliputra (India), and Chang’an (China). The Spread of Buddhism ae China ' 4 Sea South China PACIFIC OCEAN Buddhism and Developments in South Asia While intense spirituality and distinct social organization have provided continuity in South Asian history, strong political centralization has not. The region was unified under a single government only twice during the Classical Period. The most influential development in South Asia was the development of the religion of Buddhism. PROLOGUE xlv  Beginning of Buddhism The founder of Buddhism was Siddhartha Gautama. Born into a wealthy Hindu family around 530 B.C.E., he became sharply aware of all the suffering people endured. To understand why people suffered, he left his wealthy family and pursued a life of poverty and meditation. According to Buddhist traditions, Siddhartha had been meditating for several days underneath a bodhi tree when he finally understood the cause of suffering and how to end it. He called himself the Buddha or “enlightened one,” and sought to teach others what he had come to understand. Buddhist doctrines became summarized in the Four Noble Truths, which sought to eliminate desire and suffering by following the Eightfold Path. This path requires an individual to meditate, reflect, and refrain from excessive earthly pleasures. The goal is, over time, to achieve enlightenment and the peaceful bliss known as nirvana, which would end the cycle of reincarnation. The Spread of Buddhism Buddhism provided an alternative to the Vedic beliefs that were the foundation of Hinduism. Because Buddhism rejected the caste system, it became popular with members of the lower caste. It spread quickly throughout India and across Asia. Those spreading it included missionaries and merchants along the Silk Roads and around the Indian Ocean. Unlike Hinduism and Judaism, which remained the faiths of particular groups of people in particular places, Buddhism was a universalizing religion, one that actively sought converts among all people. Buddhism is also a monastic faith, one that develops monastery communities for men and women. The Mauryan Empire The first period of unity in South Asia was under the Mauryan Empire (322 B.C.E-187 B.C.E.) It reached its high point during the rule of Ashoka. He promoted prosperity by creating an efficient tax system and by building roads that connected commercial centers. Ashoka spread knowledge of the law by inscribing his edicts on pillars throughout the empire. Ashoka is one of the few powerful rulers in history who converted from one faith— Hinduism—to another. He became a Buddhist. His conversion helped spread the faith throughout India. After Ashoka, the Mauryan Empire soon declined in power, resulting in political decentralization. The Gupta Empire The second period of unity in South Asia was under the Gupta Empire. It ruled from c. 320 C.E. to c. 550 C.E. (C.E. stands for Common Era, sometimes called A.D.; c. stands for circa and means approximately). This period is referred to as the Golden Age of India. Under a centralized government based in Pataliputra, a city in northwestern India, intellectual and cultural life flourished. In public hospitals, physicians made advances in medicine, such as using inoculations to prevent disease. Mathematicians developed a numbering system that combined a small number of symbols, 0 through 9, and the idea of place value. The system was so efficient that it is used throughout most of the world today. The social structure in the Gupta era was patriarchal. Men held most positions of power in public life. To unify people, the Gupta strongly supported Hinduism. Hinduism is the most common religion in India today. xlvi WORLD HISTORY MODERN: AP® EDITION  Confucianism and Developments in East Asia Central China was united under the Zhou Dynasty (1076 B.C.E—256 B.C.E.). However, as the dynasty weakened, China suffered a time of instability and decentralization referred to as the Warring States period. Mandate of Heaven One legacy of the Zhou Dynasty in China was in how people thought about government. This was the concept of a Mandate of Heaven, the idea that “heaven,” or some universal force, provided the justification for an emperor and his family to rule China. If the ruler was corrupt or ineffective, “heaven” would show its displeasure in the form of natural disasters. These disasters, such as drought or famine, were a sign to the Chinese people that the ruler had lost the Mandate of Heaven. Several major peasant uprisings in China were a direct result in this belief. Confucianism During the Warring States period, around 551 B.C.E., the philosopher K’ung Fu-tzu, whose westernized name is Confucius, was born. He lived around the same time as the Buddha in India. The teachings of Confucius, written down by his followers in the Analects, describe how people should behave in everyday life. Unlike the teachings of Hinduism and Judaism, the Analects do not focus on any deity. Rather, Confucius focused on education, benevolence, virtue, respect for those with authority (especially the emperor), and a patriarchal social structure. He emphasized filial piety, the duty of people to honor their ancestors. The teachings of Confucius affected Chinese beliefs and values more than any other philosophy. Daoism A second response to the chaos of the Warring States period was Daoism. While Confucianism focused on how people could live in harmony with one another, Daoism focused on how people could live in harmony with nature. The practices of Daoism emphasized internal reflection more than external behavior. Daoism would be influential throughout Chinese history. The Qin and Han Dynasties China regained stability when the Qin Dynasty (221 B.C.E—207 B.C.E.) and Han Dynasty (206 B.C.E.—220 C.E.) established centralized control. The Qin standardized Chinese script, established auniform system of weights and measures, and built canals and roads. Together, these changes provided the foundation for increased trade and prosperity. Building on the accomplishments of the Qin, the Han Dynasty became a Golden Age of Chinese history. Under the Han, China was more peaceful and its population grew. Chinese science and technology prospered, producing such developments as the magnetic compass, paper, and the sternpost rudder. Under Han regulation, trade extended from Chang’an, the capital of the empire, west to the Mediterranean Sea. Most of the trade was in luxury items such as spices, gems, precious metals, tea, and, most famously, silk. The Han transformed China’s government by creating a civil service exam. It required students to analyze Confucian teachings. Those who scored well received prestigious jobs in the government bureaucracy. This system produced a government of well-educated individuals and allowed for some social mobility. PROLOGUE XIVii  Civilizations of Western Eurasia and Christianity In western Eurasia between 600 B.C.E. and 600 C.E., strong civilizations developed in Persia, Greece, and Rome. Trade, war, and the flow of ideas connected these civilizations to one another. Each civilization prospered through a combination of trade and military strength. Persia Around 559 B.C.E., a large empire developed in Persia (modernday Iran) under the leadership of Cyrus the Great. The Persian Empire included most of the lands from the Aegean Sea in the west to the border of India in the east. The empire also became known as the Achaemenid Empire. With a strong centralized government, efficient bureaucracy, and network of roads, the Persian empire promoted trade, prosperity, and stability. The vast empire was ethnically and religiously diverse, which the government recognized by practicing religious toleration. Greece While Persia was a vast but united empire, Greece was divided into approximately 1,000 city-states. The numerous islands and mountainous terrain made unifying the Grecian region under one leader very difficult. One cultural trait shared by Greeks was religion. Unlike the monotheistic Hebrews who worshipped a single all-powerful God, the Greeks believed in many deities and each possessed human frailties. These frailties help explain why Greeks developed a feeling that they controlled their own destiny. Two of the largest city-states, Athens and Sparta, reflected the great variety among Greece’s many city-states. e Spartans organized their society around a powerful military. Women, the elderly, and enslaved people all filled roles that allowed free men to train as soldiers and fight when needed. Athenians made impressive advances in architecture, literature, theater, and philosophy. Many of these came during its Golden Age in the late 400s B.C.E. Athens also developed the concept of democracy, a system of government in which a large part of the population runs the government. Athens allowed free adult males the ability to participate directly in making political decisions. In the 300s B.C.E., the army of Alexander the Great spread Greek culture into Egypt, across Persia, and east to India. This region became known as the Hellenistic world. Rome According to legend, Rome was founded in 753 B.C.E. Roman culture borrowed heavily from the Greeks. The Romans incorporated the Greek gods into their pantheon of deities, relied on slavery, and made advances in government that continue to have lasting influence on governments today. Romans developed the practice of a representative government and of the judicial concept “innocent until proven guilty.” To protect individual rights, the Romans publicly displayed written laws known as the Twelve Tables. Spreading awareness of laws provided a check on abuses of government power, a concept that would be built into numerous constitutions in the future. xlviii WORLD HISTORY MODERN: AP® EDITION  Like Greece, Rome had a patriarchal society. However, compared to Greek women, Roman women gained more rights, including the right to own and inherit property and the right to initiate divorce proceedings. While the Greek city-states remained small, Rome expanded outward in all directions, turning the Mediterranean Sea into “a Roman lake.” At the peak of its power, the Roman Empire ruled territory from Scotland to northern Africa to the Middle East. In the large size of its territory, Rome was more like Persia. Both Rome and Persia were land-based empires under a strong central government. Both fostered trade and prosperity with well- maintained roads and strong militaries to protect travelers. Rome was also famous for other publicly funded projects, such as aqueducts, which were systems to transport water to cities, and large stadiums for public entertainment. Despite Rome’s wealth and power, it faced many challenges. Roman leaders over-extended the Roman military, were often corrupt, and failed to deal with devastating epidemics caused by smallpox and the bubonic plague. Gradually, trade and urban populations declined. As a result, Roman lands suffered economically. Rome’s decline was made worse by invasions from groups such as the Huns, Ostrogoths, Visigoths, and Vandals. By 476 C.E., the empire was so weak that a non-Roman became emperor for the firs