AP World History: Modern Past Paper PDF

AP WORLD HISTORY: MODERN Scoring Guide Unit 5 & 6 Exam 1. “Americans today... who live within the Spanish system occupy a position in society no better than that of serfs destined for labor, or at best they have no more status than that of mere consumers. Yet...

AP WORLD HISTORY: MODERN Scoring Guide Unit 5 & 6 Exam 1. “Americans today... who live within the Spanish system occupy a position in society no better than that of serfs destined for labor, or at best they have no more status than that of mere consumers. Yet even this status is surrounded with galling restrictions, such as being forbidden to grow European crops, or to store products which are royal monopolies, or to establish factories of a type the Peninsula itself does not possess. To this add the exclusive trading privileges, even in articles of prime necessity, and the barriers between American provinces, designed to prevent all exchange of trade, traffic, and understanding.” Simón Bolívar, Jamaica Letter, 1815 The quotation above best supports which of the following conclusions about the author’s motives for resistance to Spanish colonial rule in Latin America? (A) Bolívar opposed the use of Native Americans and Africans as forced laborers in Latin America. (B) Bolívar rejected Spanish mercantilist policies that restricted free trade in Latin America. (C) Bolívar was alarmed by the excessive consumerism in the Spanish empire. (D) Bolívar hoped to undo the effects of the columbian exchange. “I read with interest the recent article in your newspaper entitled ‘Should a Woman Demand All the Rights of a Man?’ In my view, to answer that question correctly, we first need to examine the roles of men and women in civilization—especially modern civilization—because what may have been true in ancient times no longer applies in our present situation. Modern civilization has moved beyond the condition of the past because society is no longer characterized by roughness and reliance on physical power. Victory no longer goes to him who was the strongest, the best able to endure hardship, or committed the most atrocities. By contrast, the basis of our modern civilization is good upbringing and the refinement of morals through the development of literary knowledge, courtesy, and compassion for the oppressed, all of which women are better at. So all our doctors and scientists who exalt man’s strong muscles, his wide skull, his long arm-to-body ratio and the like, miss the point entirely. Those physical facts, while undeniable, no longer grant man preference over woman in modern civilization.” Letter from an anonymous female reader to the Egyptian journal Al-Hilal, 1894 2. The disputes over women’s social status alluded to in the letter best reflect which of the following late nineteenth- century changes in Middle Eastern societies? (A) The abolition of the veil following the collapse of the Ottoman Empire (B) The expansion of mass public education for both boys and girls (C) The growing popular support for parliamentary forms of governance (D) The spread of intellectual and political ideals that advocated for natural rights AP World History: Modern Page 1 of 30  Scoring Guide Unit 5 & 6 Exam Answer D Correct. In the third paragraph, the author mentions the refinement of morals and the development of literary knowledge, courtesy, and compassion for the oppressed as reasons why women should obtain the same rights as men. Such arguments were often used by early feminists who were inspired by Enlightenment ideals that argued that all people are born equal and had certain natural rights. 3. Which of the following groups in late-nineteenth-century Egypt would have been most likely to support the author’s view in the third paragraph about the status of women in “modern civilization” ? (A) Muslim religious scholars (B) Rural peasants (C) The urban middle class (D) The landed aristocracy Answer C Correct. Because the urban middle class was the most educated and the most influenced by Enlightenment ideals of natural rights and equality, they were most likely to support the author’s claim that women in the modern era ought to be granted the same rights as men. 4. The letter’s reference in the third paragraph to the claims of “our doctors and scientists” is best understood in the context of which of the following late nineteenth-century processes? Physical differences between genders and racial groups were used to justify the denial of rights to (A) women and non-Europeans. The achievements of medieval Muslim science became known in the West, stimulating new interest in (B) biology and medicine. (C) Bourgeois ideas of cultural and literary refinement became prevalent in many parts of the world. The scientific method stressing experimentation and the collection of empirical evidence was discovered (D) and first used. Answer A Correct. Supporters of ideologies such as Social Darwinism tended to categorize people as members of a group and, therefore, often appealed to physical differences to justify their categorizations. The author’s reference to the pseudoscientific physical justifications that doctors and scientists used to advocate for Page 2 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam the dominance of men over women reflects her attempts to try to counter arguments that denied women and non-Europeans equal rights. Railways in Argentina, 1899 Argentina’s main railway lines were owned by British companies during this period. 5. The information on the map most strongly suggests which of the following about Argentina’s railways in the late nineteenth century? (A) They were built with direct financing from the Argentinian government. (B) They contributed to economic activity by connecting interior regions to the coast. (C) They were primarily used to bring imported raw materials to Argentina’s industrial steel mills. (D) They followed previously established caravan trade routes. Answer B Correct. The value of railroad networks was in their ability to connect rural interiors to port cities thereby opening up markets for manufactured commodities and making available raw materials for industrial production. 6. The railway network shown on the map most likely contributed to the large-scale migration of which of the following groups in the late nineteenth and early twentieth centuries? AP World History: Modern Page 3 of 30  Scoring Guide Unit 5 & 6 Exam (A) Spanish peninsulares fleeing back to Spain (B) Enslaved persons arriving from Africa (C) European settlers choosing freely to emigrate from Europe (D) Argentinian indentured servants looking for work in East Asia Answer C Correct. Argentina, alongside the United States, was an important destination for settlers from Italy, Germany, and central Europe. 7. The freight transported on the railways to the ports of Buenos Aires and La Plata most likely consisted largely of (A) Argentinian meat and raw materials for export to Great Britain and Europe (B) Argentinian precision machinery for export to Great Britain and Europe (C) Brazilian coffee and rubber for export to Great Britain and Europe (D) British and European industrial imports arriving in Argentina via Chile Answer A Correct. The railway network shown in the map was primarily used for exporting cash crops or other resources, such as meat, from the Argentinian interior to Great Britain and Europe. 8. The British ownership of most of Argentina’s main railway lines can best be described as an example of which of the following late-nineteenth-century developments? (A) Gunboat diplomacy (B) The Great Game (C) Economic imperialism (D) Social Darwinism Answer C Correct. British ownership of Argentina’s main railway lines resulted from financial and commercial influence, often described as economic imperialism. Page 4 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam “Americans... who live within the Spanish system occupy a position in society as mere consumers. Yet even this status is surrounded with galling restrictions, such as being forbidden to grow European crops, or to store products that are royal monopolies, or to establish factories of a type the Peninsula itself does not possess. To this, add the exclusive trading privileges, even in articles of prime necessity... in short, do you wish to know what our future held?–simply the cultivation of the fields of indigo, grain, coffee, sugarcane, cacao, and cotton; cattle raising on the broad plains; hunting wild game in the jungles; digging in the earth to mine its gold.” Simón Bolívar, “Jamaica Letter,” 1815 9. Which of the following groups was Bolívar most trying to influence with this letter? (A) Mulatto shopkeepers (B) Plantation slaves (C) Amerindian miners (D) Creole elites “The Muslims are not the greatest traders in Asia, though they are dispersed in almost every part of it. In Ottoman Turkey, the Christians and Jews carry on the main foreign trade, and in Persia the Armenian Christians and Indians. As to the Persians, they trade with their own countrymen, one province with another, and most of them trade with the Indians. The Armenian Christians manage alone the whole European trade [with Persia]. The abundance of the Persian silk that is exported is very well known. The Dutch import it into Europe via the Indian Ocean to the value of near six hundred thousand livres* yearly. All the Europeans who trade in Ottoman Turkey import nothing more valuable than the Persian silks, which they buy from the Armenians. The Russians import it as well. Persia exports to the Indies [an] abundance of tobacco, all sorts of fruit, marmalade, wines, horses, ceramics, feathers, and Turkish leather of all colors, of which a great amount is exported to Russia and other European countries. The exportation of steel and iron is forbidden in the kingdom, but it is exported notwithstanding. There are some Persian traders who have deputies in all parts of the world, as far as Sweden on the one side and China on the other side.” *French currency unit Jean Chardin, French jeweler and merchant, on his travels to Safavid Persia, 1686 10. Which of the following historical processes after 1750 contributed most directly to a change in Safavid production and export patterns as described in the passage? (A) Economic liberalization (B) European industrialization (C) The abolition of slavery (D) The global silver trade AP World History: Modern Page 5 of 30  Scoring Guide Unit 5 & 6 Exam Answer B Correct. European industrialization greatly increased productivity and allowed for a transition away from agriculture to manufacturing through market expansion and exporting a large number of goods. This allowed European countries to outproduce empires such as the Safavid empire by providing cheaper and higher quality goods, disrupting their trade. Data adapted from David Wilkinson, “Cities, Civilizations and Oikumenes,” Comparative Civilizations Review: Vols. 27 and 28: Nos. 27 and 28, 1992–1993 11. The changes in the distribution of cities in the period 1800 to 1900 C.E. best illustrate the impact of (A) the Atlantic revolutions (B) the Industrial Revolution (C) he abolition of slavery (D) improvements in urban policing and public safety Page 6 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam 12. Which of the following scientific concepts had the greatest role in providing a justification for imperialism in the late nineteenth and early twentieth centuries? (A) Louis Pasteur’s germ theory of disease (B) Charles Darwin’s theory of evolution (C) Albert Einstein’s theory of relativity (D) Marie Curie’s theory of radioactivity “My Friends, Although I am not the same color as you, I have always regarded you as my brothers. Nature formed you with the same reason and the same virtues as White people. Reducing a man to slavery and keeping him in servitude steals everything nature has given him. The justice of nations requires the destruction of slavery. We have shown that this destruction will harm neither commerce nor the wealth of a nation because it would not result in any decrease in agricultural production. We have shown that the master has no right over his slave; that the act of keeping him in servitude is not a property right but a crime; that freeing the slaves is not an act that attacks property, but rather it addresses a crime that should have been punishable by law. The sovereign therefore owes no compensation to the master of slaves.” Nicolas de Condorcet, French philosopher, Reflections on Black Slavery, essay published in 1781 13. Which of the following are most likely the intended audience of the passage? (A) The French nobility (B) Owners of enslaved persons (C) Judges and lawyers (D) People of color Answer D Correct. The author explicitly addresses the audience, whom he describes as not being the same color as himself. 14. Based on the second paragraph, Condorcet would most likely have supported which of the following? (A) Abolition of the slave trade but not slavery itself (B) Abolition of the monarchy and the establishment of a constitutional government (C) Reimbursement of plantation owners for the loss of their property (D) Immediate abolition of slavery as a practice incompatible with universal laws AP World History: Modern Page 7 of 30  Scoring Guide Unit 5 & 6 Exam Answer D Correct. Condorcet specifically asserts “justice... requires the destruction of slavery.” 15. Which of the following best explains why Condorcet sought to reassure his audience that the action he was proposing would “harm neither commerce nor the wealth of a nation?” (A) Revolutionary movements in Latin America challenged imperial governments. (B) The Atlantic plantation system generated significant revenue for European economies. (C) The development of trading-post empires in Asia enriched European merchants. (D) Proponents of free trade challenged royal monopolies on trade goods. Answer B Correct. European economies acquired significant revenue from plantation slavery and the slave trade. Condorcet argues that these profits would not be endangered by a shift to another form of economic activity. 16. Condorcet’s arguments in the passage best reflect the principles of (A) capitalism (B) the Enlightenment (C) absolutism (D) mercantilism Answer B Correct. Condorcet’s argument centers on the natural rights of the enslaved, a feature of Enlightenment philosophical assumptions. 17. Which of the following facilitated European expansion in Asia in the nineteenth century? Page 8 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam (A) The popularity of democratic values among Asians (B) A general easing of tensions and cooperative expeditions among European powers (C) Europe’s development of new military technologies (D) Asians’ lack of resistance to European diseases (E) Europe’s ability to send numerically superior armies to Asia 18. In the late nineteenth century, European imperialism in both Africa and China was characterized by (A) widespread trade in opium (B) the encouragement of slavery (C) extensive conquest of territory (D) small military enclaves along coastlines (E) competition among imperialist powers 19. In the late nineteenth century, European involvement in both Africa and China was characterized primarily by (A) the encouragement of slavery (B) extensive intermarriage with local peoples (C) small military enclaves along coastlines (D) competition among imperialist powers 20. In the period from 1750 to 1850, which of the following political ideologies was gaining increasing influence in western Europe and parts of the Atlantic world? (A) Liberalism (B) Absolutism (C) Fascism (D) Communism 21. Japan’s industrialization during the Meiji period and the Soviet Union’s industrialization during the 1920s and 1930s had which of the following characteristics in common? Industrialization in both countries was achieved largely through state direction rather than through (A) private initiative. Both governments aimed to maintain women’s inferior status while continuing to work on making (B) economic progress. (C) Foreign investment capital financed both industrialization programs. The working classes of both countries began to rebel against poor working conditions and to join (D) political parties. AP World History: Modern Page 9 of 30  Scoring Guide Unit 5 & 6 Exam “I have longed to make the acquaintance of a ‘modern girl,’ that proud, independent girl who has all my sympathy! I do not belong to the Indian world, but to that of my sisters who are struggling forward in the distant West. If the laws of my land permitted it, I would be like the new woman in Europe; but age-long traditions that cannot be broken hold us back. Someday those traditions will loosen and let us go, but it may be three, four generations after us. Oh, you do not know what it is to love this young, new age with heart and soul, and yet to be bound hand and foot, chained by all the laws, customs, and conventions of one’s land. All our institutions are directly opposed to the progress for which I so long for the sake of our people. Day and night I wonder by what means our ancient traditions could be overcome. But it was not the voices alone which reached me from that distant, bright, new-born Europe, which made me long for a change in existing conditions for women. Even in my childhood, the word ‘emancipation’ enchanted my ears and awakened in me an ever- growing longing for freedom and independence—a longing to stand alone.” Raden Adjeng Kartini, Javanese noblewoman in Dutch Indonesia, letter to a friend, Java, 1899 22. Which of the following best explains Kartini’s familiarity with the ideas regarding social roles that she discusses in her letter? (A) The expansion of public education systems as governments increasingly centralized (B) The spread of Enlightenment thought as empires consolidated control over their territories (C) The development of new mass media technologies such as radio (D) The increasing overseas migration of Asians as laborers in European colonies Answer B This option is correct. During the last decades of the nineteenth century, European colonial expansion resulted in the spread of liberal ideals derived from Enlightenment thought. 23. Which of the following was the key factor in the start of Latin American independence? (A) Slave uprisings (B) Creole grievances about their lack of political authority (C) The end of the Napoleonic Wars (D) Enlightenment ideas about religious tolerance 24. Which of the following statements is true of Latin American independence movements in the nineteenth century? Page 10 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam (A) Slaves led a majority of the armed revolts. (B) Creole elites led most revolts against colonial rule. (C) The United States provided military and financial support to all the revolts. (D) The revolts led to the elimination of racial discrimination throughout Latin America. 25. The Meiji reforms in Japan resulted in (A) the strengthening of the power of regional lords at the expense of the emperor (B) a shift of power away from regional lords and to the emperor (C) the Tokugawa shogunate’s adoption of a unified civil code (D) the overthrow of the imperial system for a democratic republic 26. Which of the following distinguishes the Meiji period from earlier periods in Japanese history? (A) Militarism and feudalism (B) Isolation and lack of foreign trade (C) Reform and industrialization (D) Democratization and manorial privilege 27. The policies of the Meiji reformers brought about which of the following in Japan? (A) An improvement in the economic condition of the peasants (B) The collapse of the industrial sector of the economy (C) An increase in isolationism among government leaders (D) A reduction in military expenditures (E) The promotion of rapid industrialization 28. Most world historians would agree that the key to European predominance in the world economy during the nineteenth and early twentieth centuries was (A) the Industrial Revolution (B) European medical technology (C) Spanish control of New World silver (D) Portuguese naval and firearms technology (E) the Enlightenment 29. All of the following contributed to the rise of industrialization in western Europe and North America during the nineteenth century EXCEPT AP World History: Modern Page 11 of 30  Scoring Guide Unit 5 & 6 Exam (A) geographic distribution of coal and iron (B) legal protection of private property (C) improved agricultural productivity (D) increased rights for laborers 30. Which of the following societies successfully resisted foreign penetration and domination from 1650 to 1850? (A) The Japanese (B) The Indians (C) The South Africans (D) The Latin Americans (E) The Chinese 31. Answer all parts of the question that follows. a. identify ONE way in which Enlightenment ideas changed political thought in Europe in the period after 1750. b. Explain ONE way in which Enlightenment ideas represent a continuity with previous patterns of social thought in global history. c. Explain ONE way in which Enlightenment ideas influenced political ideologies in Latin America, Asia, or Africa in the period circa 1800–2000. Part A, B, C Question-Specific Scoring Guide ONE point for identifying one way in which Enlightenment ideas changed political thought in Europe in the period after 1750 ONE point for explaining one way in which Enlightenment ideas represent a continuity with previous patterns of social thought in global history ONE point for explaining one way in which Enlightenment ideas influenced political ideologies in Latin America, Asia, or Africa in the period circa 1800–2000 Scoring Notes Examples of responses to part (a) that would earn credit: Enlightenment thinkers such as John Locke and Montesquieu challenged the Page 12 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam concepts of divine-right monarchy by arguing that a government’s mandate derived not from God but from the consent of the governed. Enlightenment ideas of liberty, natural rights, and equality influenced demands for increased participation in political life among all social groups and led to revolutions and suffrage movements. Enlightenment philosophers’ emphasis on reason diminished the importance of religion in state politics. Enlightenment theories of the social contract stated that governments could be replaced if they failed to protect their citizens’ natural rights. Revolutionaries in France used these ideas to advocate for the violent overthrow of the Bourbon monarchy in the late eighteenth century. In France, Enlightenment ideas contributed to the development of nationalist identities and ideologies that spread across Europe during and after the Napoleonic Wars. Examples of responses to part (b) that would earn credit: Although Enlightenment philosophers advocated greater social equality, many continued to view women as socially inferior and denied them many political, economic, and social rights. Indeed, women did not receive the right to vote in Europe until the early twentieth century. The greatest proponents of Enlightenment ideas were among the commercial and propertied classes, who continued to view the nonpropertied classes as social inferiors and often restricted their ability to participate in political life until the latter half of the nineteenth century. Most Enlightenment thinkers continued to view colonial peoples as inferior to Europeans, and Enlightenment principles were often used to justify European colonial expansion in Africa and Asia. Examples of responses to part (c) that would earn credit: AP World History: Modern Page 13 of 30  Scoring Guide Unit 5 & 6 Exam Anticolonial movements in Latin America, Asia, and Africa in the nineteenth and twentieth centuries often cited Enlightenment ideas of liberty, equality, and natural rights to garner public and international support for ending European rule. Nationalist movements in Latin America, Asia, and Africa often used Enlightenment ideas of communal fraternity to advocate for their goals. Prodemocracy groups in Latin America, Asia, and Africa in the twentieth century often cite Enlightenment ideas of equality and natural rights to achieve their goals. 0 1 2 3 Score 3 Response accomplishes all three tasks set by the question. Question-Specific Scoring Guide ONE point for identifying one way in which Enlightenment ideas changed political thought in Europe in the period after 1750 ONE point for explaining one way in which Enlightenment ideas represent a continuity with previous patterns of social thought in global history ONE point for explaining one way in which Enlightenment ideas influenced political ideologies in Latin America, Asia, or Africa in the period circa 1800–2000 Scoring Notes Examples of responses to part (a) that would earn credit: Enlightenment thinkers such as John Locke and Montesquieu challenged the concepts of divine-right monarchy by arguing that a government’s mandate derived not from God but from the consent of the governed. Page 14 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam Enlightenment ideas of liberty, natural rights, and equality influenced demands for increased participation in political life among all social groups and led to revolutions and suffrage movements. Enlightenment philosophers’ emphasis on reason diminished the importance of religion in state politics. Enlightenment theories of the social contract stated that governments could be replaced if they failed to protect their citizens’ natural rights. Revolutionaries in France used these ideas to advocate for the violent overthrow of the Bourbon monarchy in the late eighteenth century. In France, Enlightenment ideas contributed to the development of nationalist identities and ideologies that spread across Europe during and after the Napoleonic Wars. Examples of responses to part (b) that would earn credit: Although Enlightenment philosophers advocated greater social equality, many continued to view women as socially inferior and denied them many political, economic, and social rights. Indeed, women did not receive the right to vote in Europe until the early twentieth century. The greatest proponents of Enlightenment ideas were among the commercial and propertied classes, who continued to view the nonpropertied classes as social inferiors and often restricted their ability to participate in political life until the latter half of the nineteenth century. Most Enlightenment thinkers continued to view colonial peoples as inferior to Europeans, and Enlightenment principles were often used to justify European colonial expansion in Africa and Asia. Examples of responses to part (c) that would earn credit: Anticolonial movements in Latin America, Asia, and Africa in the nineteenth and twentieth centuries often cited Enlightenment ideas of liberty, equality, AP World History: Modern Page 15 of 30  Scoring Guide Unit 5 & 6 Exam and natural rights to garner public and international support for ending European rule. Nationalist movements in Latin America, Asia, and Africa often used Enlightenment ideas of communal fraternity to advocate for their goals. Prodemocracy groups in Latin America, Asia, and Africa in the twentieth century often cite Enlightenment ideas of equality and natural rights to achieve their goals. Use the map below to answer all parts of the question that follows. PLAN OF “FACTORIES” (TRADING POSTS AND WAREHOUSES) IN THE CITY OF CANTON, SOUTHERN CHINA, 1856 The plan was drawn from a survey of the area carried out by the British Royal Navy Source: H. B. Morse, The International Relations of the Chinese Empire, (New York: Paragon Book Gallery, 1910 ed.), p. 70. Page 16 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam 32. In your response, be sure to address all parts of the question. Use complete sentences; an outline or bulleted list alone is not acceptable. a) Identify ONE economic development in the period 1750–1900 that led to the situation represented in the map. b) Identify ONE political development in the period 1750–1900 that led to the situation represented in the map. c) Explain ONE reason why the survey of the Canton factories was carried out by the British Royal Navy. FRQ Score Select a point value to view scoring criteria and/or examples, and to score the response. Each criterion is achieved independently. The course framework often allows teachers the flexibility to select their own examples when teaching the course content. As a result, responses may vary. 0 1 2 3 The response accomplishes all three of the tasks set by the question. Task A: Identify ONE economic development in the period 1750–1900 that led to the situation represented in the map. Examples that earn this point include the following: · Industrialization in Europe led to more markets in Asia. · The stagnation of economic or technological development in China allowed Europeans to pressure their way into the Chinese economy. · European desire for luxury goods led to economic imperialism. Task B: Identify ONE political development in the period 1750–1900 that led to the situation represented in the map. Examples that earn this point include the following: · The Opium Wars led to the presence of European merchants in China. · European colonial expansion in Asia contributed to the kinds of settlements shown on the map. · The Taiping Rebellion weakened China politically during the nineteenth century. Task C: Explain ONE reason why the survey of the Canton factories was carried out by the British Royal Navy. Examples that earn this point include the following: · The British had gained control of Canton because of treaties with China. · The British wanted to expand their revenues from the port of Canton. · The British wanted to secure their control over maritime trade entering China. · The British were competitive with other European powers and wanted to study their competition. AP World History: Modern Page 17 of 30  Scoring Guide Unit 5 & 6 Exam Page 18 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam Historical background: In the period 1750–1900, the East India Company and Great Britain controlled some parts of India directly and other parts indirectly through entering into treaties and alliances with various Indian “princely states,” whose rulers remained officially independent. Note: The map shows some of the locations mentioned in the documents and is provided as a reference. The map is NOT one of the seven documents. The documents begin on the next page. Document 1 AP World History: Modern Page 19 of 30  Scoring Guide Unit 5 & 6 Exam Source: Muhammad Ali Khan Wallajah, ruler of the southeast Indian state of Arcot, letter to the Court of Directors of the British East India Company, 1777. Sirs, it has been five years since the Company gave me positive orders to take the neighboring state of Tanjore and lent me its troops for that purpose. It has been almost three years since, keeping my promise, I took Tanjore and expelled its ruler. Since then, I have been paying, out of my state coffers, all the debts that the prince of Tanjore had accumulated, much of it to Europeans of other nations. He had mortgaged parts of his territory to the Dutch; I paid them off. I also paid the troops of his army the back wages that he owed them and took care to suppress the banditry in the Tanjore country that he had allowed to fester. I have also been preventing the Marathas* from attacking this country, by buying them off with large sums of money. I have made great advances to the prosperity of the inhabitants of Tanjore by giving them bulls and rice from my domains. Sirs, it is well known that Tanjore lies in the Carnatic lowlands and that I am, by the blessing of God, the ruler of that part of India. It is only by your favor and assistance, Gentlemen, that I got possession of my right, and I am thankful to you day and night. Nonetheless, I cannot conclude this letter without noting that, by changing your mind and now insisting that the prince of Tanjore be restored to his throne, you are opening this region to your enemies. Reinstating the prince of Tanjore is just the same as inviting the French in this country, because, when they bring their forces here and start hostilities against you, he is certain to ally with them and supply them with everything they need. Give him back the revenues of Tanjore and you might as well be giving them to the French or to the Marathas. Whereas, should they remain in my hands, I will make sure that no part of the wealth of the country falls into the hands of our common enemies. *an alliance of states in west-central India which were, at the time, at war with the British Document 2 Source: Anonymous Indian artist, scene from a wall painting depicting the 1780 Battle of Pollilur, in which the south Indian state of Mysore defeated an army of the British East India Company. The painting was made circa 1784 and was used to decorate the palace of the rulers of Mysore. Page 20 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam Photograph courtesy of Sotheby's Document 3 Source: Tipu Sultan, ruler of Mysore, letter to the Mughal emperor Shah Alam II, 1785. Your Majesty, Receiving Your letter and gifts, which You sent to me by Your special emissary, has honored me boundlessly. In acknowledgment of Your letter and gifts I respectfully offer You my most humble allegiance and obedience. As a steadfast believer, and desiring, like You, to always support the noble religion of Muhammad, I have taken it upon myself in recent years to chastise and drive away the adherents of Christianity and especially the wicked English from these parts of India. Unable to continue fighting me in that war,* the English begged me for peace in the most abject manner. This is such a well-known fact that it hardly needs to be mentioned. With the divine aid and the blessing of God, I am now again firmly committed to the total destruction of the enemies of the faith and their extirpation from India. *the Second Anglo-Mysore War (1780–1784), which ended with the East India Company recognizing the independence of Mysore Document 4 Source: John Malcolm, official of the East India Company and former governor of Bombay, response to a survey by the company’s Court of Directors on the political situation in India, 1832. AP World History: Modern Page 21 of 30  Scoring Guide Unit 5 & 6 Exam I am decidedly of the opinion that the tranquility and indeed the security of our vast Indian territories depends on our preserving and protecting those native Indian principalities that have allied with us and rely on us for their security. Not only are these states incapable, in their present condition, of forming any dangerous alliances against us, but they also absorb many elements of sedition or rebellion, which might otherwise have been directed at our rule. The other great benefit we derive from maintaining these native states is that their continued existence mitigates to some extent the bad general impression that our sovereignty produces in the eyes of many Indians. It helps us dispel the accusation that we make alliances in India only to serve our short-term goals and discard our former allies when they have served our purposes. While this accusation is in many cases untrue or exaggerated, it is one of the most common objections to our power. It is further to be observed that the native princes, as men of high birth, are greatly respected by their subjects. As such they afford an example to their countrymen of submission to the rule of foreigners and, by doing so, they contribute greatly to the preservation of the general peace. I am convinced that any attempt of ours to annex their territories, while it may temporarily increase our revenues, will be a hazard to the permanence of our rule in India. Document 5 Source: Laxmi Bai, queen of the north Indian state of Jhansi, proclamation to the people of Jhansi and to fellow Indian rulers, announcing her support for the Sepoy Rebellion, 1858. To God only belongs the World, and the command of it rests with Him! Indian Princes! May you always be religious, virtuous, benevolent and brave, and the protectors of your own and of the religion of others. God has created you for the destruction of those who seek to destroy your faith. It has now become evident to all men that the English are the enemies of all our religions. From time immemorial have they been trying to contaminate the Hindu and Muslim religions by the production and circulation of religious books through the medium of missionaries, and by destroying our own religious books that try to put forth arguments against them. The English have shown their efforts to contaminate our religion and traditions in various ways. First, by forcing Hindu widows to remarry; second, by abolishing our ancient customs; and third, by favoring and promoting those Indians who embrace the Christian faith. The English have also wrongfully held that the succession to the thrones of Indian princes is only permitted to natural sons and have insisted that rulers’ adopted sons are prohibited from succession. This is something that is contrary to Hindu scriptures, in which adopted sons are given the same privileges as natural heirs. These are the ploys by which the English deprive us of our thrones and wealth—as seen in their recent actions in Nagpur and Oudh.* Now, in their latest outrage, they have given their [Indian] Sepoy troops a new rifle to use that requires the Sepoys to bite through bullet cartridges greased with animal fat** and have begun executing those Sepoys who refused to use the cartridges. I implore the Hindus in the name of the holy river Ganges and the God Vishnu, and I implore the Muslims in the name of Allah and the Holy Qur’an, to join us in destroying the English and in protecting our mutual welfare. Know, oh people, that you would never have another opportunity like this to drive the English away! *former Indian states taken over by the British in 1853 and 1856, respectively **The 1857 adoption of the Enfield rifle by the British Indian army was one of the immediate causes of the Sepoy Rebellion. Document 6 Page 22 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam Source: Ranbir Singh, ruler of the north Indian state of Jammu and Kashmir, letter to the ruler of Afghanistan, 1879. The letter was intercepted by the British colonial authorities. The practical difference between the British and the Russian empires, assuming one or the other is to be our master, is that, if we fall to the Russians, we would at least be spared the intrusion of having a Resident Political Officer.* It is my understanding that the Russians may put troop garrisons in their Asiatic provinces to give themselves military and political control, but, to the native princes of those provinces, Russian rule basically involves only the payment of tribute, the amount of which, if left to their own devices, the princes can always wring out of their subjects. The British, on the other hand, come upon us with all these preconceived ideas about good governance, administrative propriety, the duties of rulers towards their subjects, etc. They hold these ideas almost religiously (and, like religious ideas, they are not subject to discussion) but to us they are not only unnatural, but absolutely incomprehensible. The presence of the British Political Officer exposes our weakness to our subjects; and the moment that happens, it is goodbye to our independence. If we do not act in precise conformity with the foreign notions of governance that the Political Officer—a junior representative of a distant European power, ignorant of the practical conditions of our Eastern life—demands of us, he immediately reports this fact to the British Imperial authorities in Calcutta, and his Empire then comes down on us with a heavy hand in the name of “humanity” or “civilization,” or some other such absurdity unheard of in our philosophy. If we were to fall under Russian rule, we shall no doubt be vassals, but vassals free at least to do as we please in our own backyard. We have no such luxury under the intolerable nuisance of the British Political Officer. *After the mid-1840s, the British colonial government in India began appointing “Resident Political Officers” to oversee the actions of nominally independent Indian rulers. Document 7 Source: Mahbub Ali Khan, ruler of the central Indian state of Hyderabad, letter to the British Resident Political Officer in Hyderabad, 1898. Regarding the education of my eldest son, you had proposed several fine gentlemen as potential tutors, including Mr. Brian Egerton, previously tutor to the prince of Bikaner, Captain Colvin of the Political Department, tutor of the prince of Rampur, Mr. J. W. D. Johnstone of the Education Department, tutor to the prince of Gwalior and professor Theodore Morrison of Aligarh College. I have chosen to appoint Mr. Egerton, subject to the following conditions: He shall be considered strictly as a private servant in my household, and as such shall be subject to all restrictions which ancient customs and my personal habits have imposed on that service. He shall in no way meddle with the political and administrative affairs of my state of Hyderabad. Nor should he, without my permission, visit, receive, or have any contact with any Hyderabadi official or nobleman whatsoever. Violation of these conditions will entail his immediate dismissal at my discretion. AP World History: Modern Page 23 of 30  Scoring Guide Unit 5 & 6 Exam 33. This question is based on the accompanying documents. The documents have been edited for the purpose of this exercise. In your response, you will be assessed on the following. Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using at least four documents. Use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. For at least two documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument. Demonstrate a complex understanding of a historical development related to the prompt through sophisticated argumentation and/or effective use of evidence. Evaluate the extent to which rulers of Indian states could exercise power independently from the British in the period 1750–1900. PART A: Thesis/Claim Select a point value to view scoring criteria and/or examples, and to score the response. To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. 0 1 The response responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning about the extent to which rulers of Indian states could exercise power independently from the British in the period 1750–1900. Examples that earn this point include: · “Indian rulers were able to use the rivalry between the British and French as well as the wealth and power of their states to make their own decisions and even to rebel against the British Empire in India in the period from 1750 to 1900.” · “Especially in the first decades of the period 1750–1900, many Indian rulers could act with a great deal of independence because the British were just beginning to expand their influence over India and often relied on alliances with local Indian princes.” · “As the British expanded their empire in India between 1750 and 1900, Indian rulers were forced into alliances with the British or they were overthrown or replaced. Those rulers who maintained their power under the British had to accept heavy British intervention into their policies, succession plans, and cultural practices.” · “Some Indian rulers were able to hold off the advance of British imperialism for periods of time through direct or indirect resistance.” Page 24 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam PART B: CONTEXTUALIZATION Select a point value to view scoring criteria and/or examples, and to score the response. To earn this point, the response must describe broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question that are relevant to the topic of the prompt. To earn this point, the context provided must be more than a phrase or a reference. The course framework often allows teachers the flexibility to select their own examples when teaching the course content. As a result, responses may vary. 0 1 The response describes a broader historical context relevant to European empire building in South Asia or the Indian Ocean, or to political developments in South Asia that led to the formation of multiple regional Indian states. Examples of context might include the following, with appropriate elaboration: · Colonial rivalries or conflicts between European powers over control of South Asian or Indian Ocean region territories or trade routes. · Development of the East India Company and its growing power in Indian politics · The decline of the Mughal Empire and the emergence of regional Indian states in the post-Mughal political context · Rationales and belief systems informing European imperialism, or rationales and belief systems informing Indian resistance to European imperialism · Expansion of European colonial states in Asia and Africa · Rivalry between European colonial or imperial states · Globalizing world trade and the role of industrialization · Cultural conflicts between religious and cultural groups · Developing ideas of nationalism, national identity, and language and culture · Resistance to imperialism, including military rebellions PART C1: EVIDENCE – USES THE CONTENT OF THE DOCUMENTS Select a point value to view scoring criteria and/or examples, and to score the response. To earn this point, the response must accurately describe — rather than simply quote — the content from at least three of the documents. AP World History: Modern Page 25 of 30  Scoring Guide Unit 5 & 6 Exam 0 1 The response uses the content of at least three documents to address the topic of the prompt. Must accurately describe—rather than simply quote—the content from at least three documents. Documents used: Document 1: Muhammad Wallajah or Arcot’s letter to the British East India Company, 1777 Document 2: Painting in the palace of the rulers of Mysore showing the 1780 Battle of Pollilur, circa 1784 Document 3: Tipu Sultan of Mysore’s letter to the Mughal Emperor Shah Alam II, 1785 Document 4: John Malcolm, letter to the EIC’s Court of Directors on the political situation in India, 1832 Document 5: Laxmi Bai of Jhansi’s proclamation to her subjects and to fellow Indian rulers, 1858 Document 6: Ranbir Singh of Jammu and Kashmir, letter to the ruler of Afghanistan, 1879 Document 7: Mahbub Ali Khan of Hyderabad’s letter to the British Resident Political Officer in Hyderabad, 1898 PART C2: EVIDENCE – SUPPORTS AN ARGUMENT USING DOCUMENTS Select a point value to view scoring criteria and/or examples, and to score the response. To earn this point, the response must accurately describe—rather than simply quote—the content from at least four documents. In addition, the response must use the content of the documents to support an argument in response to the prompt. 0 1 The response supports an argument in response to the prompt using at least four documents. Documents used: Document 1: Muhammad Wallajah or Arcot’s letter to the British East India Company, 1777 Document 2: Painting in the palace of the rulers of Mysore showing the 1780 Battle of Pollilur, circa 1784 Document 3: Tipu Sultan of Mysore’s letter to the Mughal Emperor Shah Alam II, 1785 Document 4: John Malcolm, letter to the EIC’s Court of Directors on the political situation in India, 1832 Document 5: Laxmi Bai of Jhansi’s proclamation to her subjects and to fellow Indian rulers, 1858 Document 6: Ranbir Singh of Jammu and Kashmir, letter to the ruler of Afghanistan, 1879 Page 26 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam Document 7: Mahbub Ali Khan of Hyderabad’s letter to the British Resident Political Officer in Hyderabad, 1898 Examples of evidence used to support an argument: · “In document 5, Laxmi Bai shows how Indian rulers could appeal to the religious feelings of their subjects—and indeed of all Indians—to call for resistance against the expansion of British rule in India. This shows that, in some situations, Indian rulers could adopt policies that were completely independent, whether these policies were ultimately successful or not.” · (Document 7) “The ruler of Hyderabad was able to make very specific conditions for appointing a British tutor to his eldest son. Even though the British probably used their position in India to try to educate Indian princes in pro-British attitudes and values, the document from Hyderabad clearly shows that some Indian rulers were able to limit the extent to which such British royal tutors could interfere in their internal politics, even as late as 1898.” PART C3: EVIDENCE - EVIDENCE BEYOND THE DOCUMENTS Select a point value to view scoring criteria and/or examples, and to score the response. To earn this point, the response must describe the evidence and must use more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization. The point for evidence beyond the documents may be awarded for evidence that appears in any part of the response. The course framework often allows teachers the flexibility to select their own examples when teaching the course content. As a result, responses may vary. 0 1 The response uses at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. · This additional piece of evidence must be different from the evidence used to earn the point for contextualization. Typically, statements credited as contextualization will be more general statements that place an argument or a significant portion of it in a broader context. · Statements credited as supporting evidence beyond the documents will typically be more specific details that function as support for a particular point made in an argument, analogous to the function of evidence drawn from the documents. Evidence beyond the documents might include the following, with appropriate elaboration: · Specific examples of the actions of rulers or other Asians and Africans in other European colonies. · The expansion of other European imperial or colonial states, besides India · Responses by independent rulers, such as the Ottoman Emperors or rulers of Egypt, to European great powers and the expansion of European power · Social Darwinism AP World History: Modern Page 27 of 30  Scoring Guide Unit 5 & 6 Exam · Resistance movements against European imperialism outside India · Nationalist movements or activities outside India in the period from 1750 to 1900 · Seven Years’ War · Battle of Plassey · Anglo-Maratha wars · The rise of specific Indian rulers such as the Nawabs of Bengal · Indian National Congress PART D1: ANALYSIS AND REASONING - SOURCING Select a point value to view scoring criteria and/or examples, and to score the response. To earn this point, the response must explain how or why (rather than simply identifying) the document’s point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the two documents sourced. 0 1 The response explains how or why the documents’ point of view, purpose, historical situation, and/or audience is relevant to an argument about the prompt for at least two of the documents. Documents used: Document 1: Muhammad Wallajah or Arcot’s letter to the British East India Company, 1777 Document 2: Painting in the palace of the rulers of Mysore showing the 1780 Battle of Pollilur, circa 1784 Document 3: Tipu Sultan of Mysore’s letter to the Mughal Emperor Shah Alam II, 1785 Document 4: John Malcolm, letter to the EIC’s Court of Directors on the political situation in India, 1832 Document 5: Laxmi Bai of Jhansi’s proclamation to her subjects and to fellow Indian rulers, 1858 Document 6: Ranbir Singh of Jammu and Kashmir, letter to the ruler of Afghanistan, 1879 Document 7: Mahbub Ali Khan of Hyderabad’s letter to the British Resident Political Officer in Hyderabad, 1898 Examples of sourcing a document: · (Document 1) “As a ruler of an Indian state allied with the British, the ruler of Arcot uses persuasion and veiled threats about the French to persuade the British to abandon their plans to restore the independence of Tanjore. Instead, the ruler of Arcot argues that he alone is the rightful owner of ‘that part of India.’” (Identifies the point of view of the source and how this might influence the author’s actions and policies toward the British) Page 28 of 30 AP World History: Modern  Scoring Guide Unit 5 & 6 Exam · (Document 2) “Given the location of the painting, it seems clear that its primary purpose was to celebrate the independence of Mysore by depicting a recent victory over the British. Thus, while the image shows a hard-fought battle, the artist clearly shows the Mysorean troops having the upper hand and the British retreating, being wounded, or dying.” (Connects the purpose of the image to an argument about the degree of independence of Indian rulers) · (Document 3) “Tipu Sultan’s letter to the Mughal emperor shows the ruler of the local state expressing loyalty and obedience to the emperor, but it can actually be read ‘between the lines’ as Tipu bragging to Shah Alam about his recent victory over the EIC. Indeed, by the late eighteenth century, the Mughal Empire had all but lost its power and Mughal emperors were respected but no longer feared.” (Provides sourcing regarding the historical situation of the document and connects that information to an argument about the political independence of rulers of Indian states) · (Document 6) “In a private letter from one South Asian ruler to another, Ranbir Singh must have felt free to express his great frustration with the extent to which the British Resident Political Officer was ‘calling the shots’ in Jammu and Kashmir. Singh even expresses his preference for falling under Russian imperial rule (no doubt a sentiment he would not have shared with a British audience or with his own subjects) to illustrate how bad the rule of the British Political Officer has become.” (Provides information about the audience of the government relevant to an argument about the degree of independence of Indian rulers) PART D2: ANALYSIS AND REASONING - COMPLEXITY Select a point value to view scoring criteria and/or examples, and to score the response. To earn this point, the response must demonstrate a complex understanding. A response may demonstrate a complex understanding through sophisticated argumentation that is relevant to the prompt. This may be done in a variety of ways, such as: · Explaining multiple themes or perspectives to explore complexity or nuance; OR · Explaining multiple causes or effects, multiple similarities or differences, or multiple continuities or changes; OR · Explaining both cause and effect, both similarity and difference, or both continuity and change; OR · Explaining relevant and insightful connections within and across periods or geographical areas. These connections should clearly relate to an argument that responds to the prompt. A response may demonstrate a complex understanding through effective use of evidence relevant to an argument that addresses the prompt. This may be done in a variety of ways, such as: · Effectively using seven documents to support an argument that responds to the prompt; OR · Explaining how the point of view, purpose, historical situation, and/or audience of at least four documents supports an argument that responds to the prompt; OR · Using documents and evidence beyond the documents effectively to demonstrate a sophisticated understanding of different perspectives relevant to the prompt. This understanding must be part of the argument, not merely a phrase or reference. While it is not necessary for this complex understanding to be woven throughout the response, it must be more than merely a phrase or reference. The course framework often allows teachers the flexibility to select their own examples when teaching the course content. AP World History: Modern Page 29 of 30  Scoring Guide Unit 5 & 6 Exam As a result, responses may vary. 0 1 The response demonstrates a complex understanding of the historical development that is the focus of the prompt, through sophisticated argumentation and/or effective use of evidence. Examples of demonstrating a complex understanding might include: · Explaining the nuance of an issue by analyzing multiple variables, such as exploring different aspects of the relationship between Indian rulers and the British colonial presence in India. For example, an argument might be that princely state Indian rulers gave up some of their independence in accepting their treaty obligations with the British, but in doing so gained considerable power and legitimacy within their states, not least by securing British protection against potential domestic rivals · Analyzing multiple variables by constructing an argument that explores the complexity of the international situation in and around South Asia in the period 1750-1900 and relating these complexities to the subject of Indian rulers' extent of independence from the British. For example, an argument might explore the way Indian rulers exploited colonial rivalries between the British, French, Dutch, Portuguese, and Russians or, alternatively, an argument might explore the effects of Muslim-Hindu divisions in India on the policies of Indian princely-state rulers. · Explaining insightful connections across time and space, such as constructing an argument that explains how the transition from Company rule to direct British government rule following the Sepoy Rebellion affected the ability of Indian rulers to exercise power independently from the British. · Corroborating multiple perspectives, such as explaining how different documents corroborate an argument in spite of the differing perspectives of the authors. Page 30 of 30 AP World History: Modern