AMSCO AP World History (2) PDF

ADVANCED PLACEMENT EDITION ® WORLD HISTORY: MODERN [1200–PRESENT] Advanced Placement® and AP® are trademarks registered and/or owned by the College Board, which was not involved in the production of, and does n...

ADVANCED PLACEMENT EDITION ® WORLD HISTORY: MODERN [1200–PRESENT] Advanced Placement® and AP® are trademarks registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product. 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 to Year Used 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. ADVANCED PLACEMENT EDITION ® WORLD HISTORY: MODERN [1200–PRESENT] Senior Reviewers Phil Cox Charles Hart AP ® World History Table Leader AP® World History Exam Table Leader Broad Run High School Westmont High School Ashburn, Virginia Westmont, Illinois David L. Drzonek John Maunu AP® World History Teacher AP® World History Exam Table Leader Carl Sandburg High School Cranbrook/Kingswood High School Orland Park, Illinois Bloomfield Hills, Michigan Writers and Reviewers Jody Janis Jamie Oleson AP® European History Teacher AP® World History Teacher J. Frank Dobie High School Rogers High School Houston, Texas Spokane, Washington David Brian Lasher James Sabathne AP® World History Exam Reader AP® World History Teacher and Former Northwest Pennsylvania Collegiate Chair of the AP® U.S. History Academy Test Development Committee Erie, Pennsylvania Hononegah Community High School Rockton, Illinois Amie La Porte-Lewis AP® World History Exam Table Leader Thomas J. Sakole Holy Innocents’ Episcopal School AP® World History Exam Question and Atlanta, Georgia Exam Leader Riverside High School Kevin Lewis Leesburg, Virginia AP® World History Exam Table Leader Holy Innocents’ Episcopal School Clara Webb Atlanta, Georgia AP® European History Exam Table Leader Boston Latin School Boston, Massachusetts ii ADVANCED PLACEMENT EDITION ® WORLD HISTORY: MODERN [1200–PRESENT] Advanced Placement® and AP® are trademarks registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, 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 permis- sions, 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 xviii Prologue: History before 1200 C.E. xli Part 1: Human Development to 600 B.C.E xli Part 2: The Classical Era, c. 600 B.C.E. to c. 600 C.E. xlv Part 3: The Postclassical Civilizations, c. 600 C.E. to 1200 C.E. liv PERIOD 1: c. 1200 to c. 1450 UNIT I: The Global Tapestry from c. 1200 to c. 1450 1 Topic 1.1: Developments in East Asia 3 Government Developments in the Song Dynasty 3 Economic Developments in Postclassical China 4 Social Structures in China 6 Intellectual and Cultural Developments 7 Religious Diversity in China 8 Comparing Japan, Korea, and Vietnam 9 Japan 9 Korea 10 Vietnam 11 Think as a Historian: Contextualize Historical Developments 14 Topic 1.2: Developments in Dar al-Islam 15 Invasions and Shifts in Trade Routes 15 Cultural and Social Life 16 Free Women in Islam 18 Islamic Rule in Spain 18 Think as a Historian: Identify Historical Concepts, Developments, and Processes 22 Topic 1.3: Developments in South and Southeast Asia 23 Political Structures in South Asia 23 Religion in South Asia 25 Social Structures in South Asia 26 Cultural Interactions in South Asia 26 Southeast Asia 28 Think as a Historian: Identify Claims 32 v Topic 1.4: Developments in the Americas 33 The Mississippian Culture 33 Chaco and Mesa Verde 34 The Maya City-States 34 The Aztecs 35 The Inca 37 Continuities and Diversity 39 Think as a Historian: Identify Evidence 42 Topic 1.5: Developments In Africa 43 Political Structures in Inland Africa 43 Political Structures of West and East Africa 45 Social Structures of Sub-Saharan Africa 47 Cultural Life in Sub-Saharan Africa 49 Think as a Historian: Explain the Historical Concept of Continuity 52 Topic 1.6: Developments in Europe 53 Feudalism: Political and Social Systems 53 Political Trends in the Later Middle Ages 54 Roman Catholic Church during the Middle Ages 56 Christian Crusades 57 Economic and Social Change 58 Renaissance 60 The Origins of Russia 61 Think as a Historian: Identify Historical Developments 64 Topic 1.7: Comparison in the Period from c. 1200 to c. 1450 65 State-Building and New Empires 65 The Role of Religion in State-Building 66 State-Building Through Trade 67 The Impact of Nomadic Peoples 67 Patriarchy and Religion 68 Unit 1 Review 69 Historical Perspectives: Who Developed Guns? 69 Write as a Historian: Checklist for a Long Essay Answer 70 Long Essay Questions 71 Document-Based Question: Achievements of Sub-Saharan Africa 72 UNIT 2: Networks of Exchange from c. 1200 to c. 1450 75 Topic 2.1: The Silk Roads 77 Causes of the Growth of Exchange Networks 77 Effects of the Growth of Exchange Networks 78 Think as a Historian: Identify and Describe Context 84 Topic 2.2: The Mongol Empire and the Modern World 85 The Mongols and Their Surroundings 85 Genghis Khan 86 vi  Mongolian Empire Expands 87 The Long-Term Impact of the Mongolian Invasions 90 Think as a Historian: Identify Connections Between Historical Developments 94 Topic 2.3: Exchange in the Indian Ocean 95 Causes of Expanded Exchange in the Indian Ocean 95 Effects of Expanded Exchange in the Indian Ocean 97 Think as a Historian: Approaches to Making Historical Connections 102 Topic 2.4: Trans-Saharan Trade Routes 103 Trans-Saharan Trade 103 West African Empire Expansion 105 Think as a Historian: Identify Historical Processes by Asking “How” 110 Topic 2.5: Cultural Consequences of Connectivity 111 Religious, Cultural, and Technological Effects of Interaction 111 Travelers’ Tales 115 Think as a Historian: Sourcing and Situation in Primary Sources 120 Topic 2.6: Environmental Consequences of Connectivity 121 Agricultural Effects of Exchange Networks 121 Spread of Epidemics through Exchange Networks 123 Think as a Historian: Making Connections by Analyzing Causation 126 Topic 2.7: Comparison of Economic Exchange 127 Similarities Among Networks of Exchange 127 Differences Among Networks of Exchange 130 Social Implications of Networks of Exchange 131 Unit 2 Review 134 Historical Perspectives: How Brutal Was Genghis Khan? 134 Write as a Historian: Historical Thinking Skills and Long Essays 135 Long Essay Questions 136 Document-Based Question: Women in Afro-Eurasia Societies 137 PERIOD 2: c. 1450 to c. 1750 UNIT 3: Land-Based Empires 141 Topic 3.1: European, East Asian, and Gunpowder Empires Expand 143 Europe 143 Russia 144 East Asia 145 Rise of the Islamic Gunpowder Empires 146 The Ottoman Empire 147 The Safavids 148 Mughal India 149 Decline of the Gunpowder Empires 149 vii  Think as a Historian: Explain the Historical Concept of Empire 154 Topic 3.2: Empires: Administrations 155 Centralizing Control in Europe 155 Reigning in Control of the Russian Empire 157 Centralizing Control in the Ottoman Empire 158 Centralizing Control in East and South Asia 159 Legitimizing Power through Religion and Art 160 Financing Empires 162 Think as a Historian: Contextualizing Across Cultures 166 Topic 3.3: Empires: Belief Systems 167 Protestant Reformation 167 The Orthodox Church and Reforms in Russia 169 Counter-Reformation or Catholic Reformation 170 Wars of Religion 171 Islamic Religious Schisms 172 Scientific Revolution 173 Think as a Historian: Explain Point of View in a Source 176 Topic 3.4: Comparison in Land-Based Empires 177 Military Might 178 Centralized Bureaucracy 179 Striving for Legitimacy 181 Unit 3 Review 182 Historical Perspectives: Why Did the Islamic Gunpowder Empires Rise and Decline? 182 Write as a Historian: Analyze the Question 183 Long Essay Questions 184 Document-Based Question: Modernization under Peter the Great 185 UNIT 4: Transoceanic Interconnections from c. 1450 to c. 1750 189 Topic 4.1: Technological Innovations 191 Developments of Transoceanic Travel and Trade 191 Classical, Islamic, and Asian Technology 192 Think as a Historian: Identify and Describe a Historical Context 198 Topic 4.2: Exploration: Causes and Events 199 The Role of States in Maritime Exploration 199 Expansion of European Maritime Exploration 200 The Lure of Riches 202 Think as a Historian: Make Connections by Relating Historical Developments 208 Topic 4.3: Columbian Exchange 209 Diseases and Population Catastrophe 209 viii  Animals and Foods 210 Cash Crops and Forced Labor 211 African Presence in the Americas 212 Environmental and Demographic Impact 214 Think as a Historian: Identify Evidence in an Argument 217 Topic 4.4: Maritime Empires Link Regions 218 State-Building and Empire Expansion 218 Continuity and Change in Economic Systems 222 Continuities and Change in Labor Systems 224 Think as a Historian: Purpose and Audience in Primary Sources 231 Topic 4.5: Maritime Empires Develop 232 Economic Strategies 232 Change and Continuities in Trade Networks 235 Effects of the Atlantic Slave Trade 235 Effects of Belief Systems 237 Think as a Historian: Identify a Claim in a Non-text Source 241 Topic 4.6: Internal and External Challenges to State Power 243 Resistance to Portugal in Africa 243 Local Resistance in Russia 244 Rebellion in South Asia 245 Revolts in the Spanish Empire 245 Struggles for Power in England and Its Colonies 246 Think as a Historian: Situate Historical Developments in Context 250 Topic 4.7: Changing Social Hierarchies 251 Social Classes and Minorities in Gunpowder Empires 251 Manchu Power and Conflicts in the Qing Dynasty 253 European Hierarchies 254 Russian Social Classes 255 Political and Economic Elites in the Americas 255 Think as a Historian: Explain the Purposes of Evidence 259 Topic 4.8: Continuity and Change from c. 1450 to c. 1750 261 Transoceanic Travel and Trade 261 Economic Changes 262 Effects of the New Global Economy 263 Demand for Labor Intensifies 264 Unit 4 Review 265 Historical Perspectives: How Harsh Were the Spanish? 265 Write as a Historian: Gather and Organize Evidence 266 Long Essay Questions 267 Document-Based Question: Consolidating and Expanding State Power 268 ix PERIOD 3: c. 1750 to c. 1900 UNIT 5: Revolutions from c. 1750 to c. 1900 273 Topic 5.1: The Enlightenment 275 An Age of New Ideas 275 New Ideas and Their Roots 276 The Age of New Ideas Continues 278 Think as a Historian: Describe an Argument 283 Topic 5.2: Nationalism and Revolutions 285 The American Revolution 285 The New Zealand Wars 286 The French Revolution 286 The Haitian Revolution 287 Creole Revolutions in Latin America 288 Nationalism and Unification in Europe 290 Think as a Historian: Compare Arguments 295 Topic 5.3: Industrial Revolution Begins 297 Agricultural Improvements 297 Preindustrial Societies 298 Growth of Technology 298 Britain’s Industrial Advantages 299 Think as a Historian: Explain the Process of Industrialization 303 Topic 5.4: Industrialization Spreads 304 Spread of Industrialization 304 Shifts in Manufacturing 305 Think as a Historian: Connect Imperialism and Industrialization 309 Topic 5.5: Technology in the Industrial Age 310 The Coal Revolution 310 A Second Industrial Revolution 312 Global Trade and Migration 313 Think as an Historian: Explain the Effects of the Development of Electricity 316 Topic 5.6: Industrialization: Government’s Role 317 Ottoman Industrialization 318 Japan and the Meiji Restoration 319 Think as a Historian: Identify Differing Patterns of Industrialization 324 Topic 5.7: Economic Developments and Innovations 325 Effects on Business Organization 325 Effect on Mass Culture 327 Think as a Historian: Explain Relationships Between Developments 331 x Topic 5.8: Reactions to the Industrial Economy 332 Labor Unions 332 The Intellectual Reaction 333 Karl Marx 334 Ottoman Response to Industrialization 334 Reform Efforts in China 336 Resistance to Reform in Japan 337 Limits to Reform 338 Think as a Historian: Explain the Historical Situation of a Source 341 Topic 5.9: Society and the Industrial Age 343 Effects on Urban Areas 343 Industrial Revolution’s Legacy 347 Think as a Historian: Situate a Historical Process in Context 350 Topic 5.10: Continuity and Change in the Industrial Age 351 Economic Continuities and Changes 351 Social Continuities and Changes 353 Political Continuities and Changes 354 Unit 5 Review 357 Historical Perspectives: Did Ottoman Reforms Succeed? 357 Write as a Historian: Develop a Thesis 358 Long Essay Questions 360 Document-Based Question: Women in Japan and Argentina 361 UNIT 6: Consequences of Industrialization from c. 1750 to c. 1900 365 Topic 6.1: Rationales for Imperialism 367 Nationalist Motives for Imperialism 367 Cultural and Religious Motives for Imperialism 368 Economic Motives for Imperialism 370 Think as a Historian: Explain the Context of the Colonization of Africa 374 Topic 6.2: State Expansion 375 Imperialism in Africa 375 The European Scramble for Africa 377 Imperialism in South Asia 379 Imperialism in East Asia 379 Imperialism in Southeast Asia 380 Australia and New Zealand 381 U.S. Imperialism in Latin America and the Pacific 382 Russian Expansion 383 Think as a Historian: Situate the Monroe Doctrine in Context 387 Topic 6.3: Indigenous Responses to State Expansion 388 Nationalist Movements in the Balkans 388 Resistance and Rebellion in the Americas 389 xi  South Asian Movements 390 Southeast Asian Resistance 391 Resistance in Australia and New Zealand 391 African Resistance 392 Think as a Historian: Significance of Point of View in Sources 397 Topic 6.4: Global Economic Development 398 Technological Developments 398 Agricultural Products 399 Raw Materials 401 Global Consequences 403 Think as a Historian: Explain Purpose and Audience of Sources 406 Topic 6.5: Economic Imperialism 407 The Rise of Economic Imperialism 407 Economic Imperialism in Asia 408 Economic Imperialism in Africa 409 Economic Imperialism in Latin America 412 Economic Imperialism in Hawaii 413 Contextualizing Economic Imperialism 413 Think as a Historian: Explain the Context of Economic Imperialism 416 Topic 6.6: Causes of Migration in an Interconnected World 417 Migration through Labor Systems 417 Migration in the Face of Challenges 420 Migration to Settler Colonies 422 Migration,Transportation, and Urbanization 423 Think as a Historian: Connect Migration to Other Developments 428 Topic 6.7: Effects of Migration 429 Changes in Home Societies 429 Effects of Migration on Receiving Societies 430 Prejudice and Regulation of Immigration 434 Think as a Historian: Connect Migration and Systematized Discrimination 438 Topic 6.8: Causation in the Imperial Age 439 Changes in Standards of Living 439 Overseas Expansion 440 Seeds of Revolution and Rebellion 441 Migration and Discrimination 442 Unit 6 Review 443 Historical Perspectives: How did Colonization Promote European Economic Growth? 443 Write as a Historian: Write the Introduction 444 Long Essay Questions 445 Document-Based Question: States and Imperialism 446 xii PERIOD 4: c. 1900 to Present UNIT 7: Global Conflict After 1900 451 Topic 7.1: Shifting Power 453 Revolution in Russia 453 Upheaval in China 454 Self-Determination in the Ottoman Collapse 456 Power Shifts in Mexico 456 Think as a Historian: Situate the Power Shifts in Context 460 Topic 7.2: Causes of World War I 461 Immediate Causes of the Great War 461 Long-Term Causes of the Great War 462 Consequences of the Great War 464 Think as a Historian: Explain the Concept of Alliance 468 Topic 7.3: Conducting World War I 469 Changes in Warfare 469 The United States Enters the War 471 Total War 471 A Global War 472 The Paris Peace Conference 474 Think as a Historian: Identify Supporting Evidence 478 Topic 7.4: Economy in the Interwar Period 480 The Great Depression 480 Political Revolutions in Russia and Mexico 483 Rise of Right-Wing Governments 485 Think as a Historian: Significance of Historical Situation 491 Topic 7.5: Unresolved Tensions After World War I 493 Effects of the War 493 The Mandate System 494 Anti-Colonialism in South Asia 495 Nationalism in East Asia 497 Resistance to French Rule in West Africa 499 Think as a Historian: Significance of Purpose and Audience 502 Topic 7.6: Causes of World War II 503 The Path to War 503 Nazi Germany’s Aggressive Militarism 505 Japan's Expansion in Asia 507 Think as a Historian: Identify Assumptions Shaping Point of View 510 Topic 7.7: Conducting World War II 511 Japan and Imperialist Policies 511 Germany’s Early Victories and Challenges 512 xiii  Japan Overreaches 514 Home Fronts 514 The Tide Turns in the European Theater 514 The Tide Turns in the Pacific Theater 515 The Last Years of the War 515 Consequences of World War II 515 Think as a Historian: Evidence to Support, Modify, or Refute 519 Topic 7.8: Mass Atrocities 521 Atrocities in Europe and the Middle East 521 Pandemic Disease 522 Suffering and Famine 523 Casualties of World War II 523 Genocide and Human Rights 525 Think as a Historian: Relate Historical Developments 530 Topic 7.9: Causation in Global Conflict 531 Political Causes of Global Conflict in the 20th Century 531 Economic Causes of Global Conflict in the 20th Century 532 Effects of Global Conflict in the 20th Century 533 Unit 7 Review 536 Historical Perspectives: What Caused Totalitarianism? 536 Write as a Historian: Write the Supporting Paragraphs 537 Long Essay Questions 538 Document-Based Question: The Outbreak of World War I 539 UNIT 8: Cold War and Decolonization 545 Topic 8.1: Setting the Stage for the Cold War and Decolonization 547 Bringing the War to an End 547 Shifting Balance of Power 548 The Start of the Cold War 549 Breakdown of Empires 550 Think as a Historian: Situate the Cold War in Context 553 Topic 8.2: The Cold War 554 Cooperation Despite Conflict: The United Nations 554 Rivalry in Economics and Politics 554 Conflicts in International Affairs 555 The Space Race and the Arms Race 557 The Non-Aligned Movement 557 Think as a Historian: Explain the Historical Situation of the “Red Scare” 561 Topic 8.3: Effects of the Cold War 562 Allied Occupation of Germany 562 NATO, the Warsaw Pact, and Other Alliances 563 Proxy Wars 564 Antinuclear Weapon Movement 567 xiv  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 in a 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 619 Comparing Social and Cultural Effects 620 Development of Global Institutions 621 Unit 8 Review 623 Historical Perspectives: Why are some Countries Wealthy? 623 Write as a Historian: Write the Conclusion 624 Long Essay Questions 625 Document-Based Question: The Impact of Decolonization 626 UNIT 9: Globalization after 1900 631 Topic 9.1: Advances in Technology and Exchange 633 Communication and Transportation 633 The Green Revolution 634 Energy Technologies 635 Medical Innovations 635 Think as a Historian: Identify and Connect Patterns 640 Topic 9.2: Technological Advancements and Limitations—Disease 641 Disease and Poverty 641 Emerging Epidemics 643 Diseases Associated with Longevity 644 Think as a Historian: Connect World War I and the Flu Epidemic 648 Topic 9.3: Technology and the Environment 649 Causes of Environmental Changes 649 Effects of Environmental Changes 650 Debates About Global Warming 652 A New Age? 653 Think as a Historian: Environmental Changes in Different Contexts 656 Topic 9.4: Economics in the Global Age 657 Acceleration of Free-Market Economies 657 Economic Change: New Knowledge Economies 659 Economic Continuities: Shifting Manufacturing 660 Transnational Free-Trade Organizations 661 Multinational Corporations 662 Think as a Historian: Political Campaign vs. Academic Research 666 Topic 9.5: Calls for Reform and Responses 667 An Era of Rights 667 Steps toward Gender Equality 669 Steps toward Racial Equality 670 Human Rights Repression in China 673 Steps toward Environmental Repair 674 Steps toward Economic Fairness 675 xvi  Think as a Historian: Human Rights in a Digital Age 678 Topic 9.6: Globalized Culture 679 Political, Social, and Artistic Changes 679 Global Consumer and Popular Culture 680 Global Culture and Religion 684 Think as a Historian: Compare Periods of Globalization 687 Topic 9.7: Resistance to Globalization 688 The Roots of Globalization and Anti-Globalization 688 Why Resist Globalization? 689 Economic Resistance 691 Anti-Globalization and Social Media 692 Think as a Historian: Compare Points of View 695 Topic 9.8: Institutions Developing in a Globalized World 696 The United Nations: A Structure for Peace 696 Assemblies of the United Nations 697 The UN and Human Rights 698 Keeping the Peace 698 Other UN Priorities 700 International Financial NGOs 700 NGOs Separate from the UN 701 Think as a Historian: Compare Two Arguments on the United Nations 705 Topic 9.9: Continuity and Change in a Globalized World 707 Advances in Science and Technology 707 Changes in a Globalized World 709 Unit 9 Review 713 Historical Perspectives: What Happens Tomorrow? 713 Write as a Historian: Reread and Evaluate 714 Long Essay Questions 715 Document-Based Question: Development and Health 716 AP® World History: Modern—Practice Exam 722 Index 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 one- third 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 I Part A 55 40% 55 minutes Multiple-Choice Questions Part B 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 II Free-Response Questions 2 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: 5: Extremely well qualified 4: Well-qualified performance 3: Qualified 2: Possibly qualified 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 or a 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: Introduction This section introduces the thinking skills and reasoning processes, six course themes, and nine units of the course. A step-by- step 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. 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. Maps and Graphics Maps, charts, graphs, cartoons, photographs, and other visual materials are also integrated into the text to help students practice analytical skills. Historical Perspectives Each unit includes a section that introduces significant historical issues and conflicting interpretations. Key Terms by Themes To assist reviewing, each topic ends with a list of key terms organized by theme. 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  Short-Answer Questions Each topic contains two short-answer questions to provide practice writing succinct responses. Document-Based Questions Each unit includes one DBQ for practice. Long Essay Questions Each unit contains long essay questions based on each of the reasoning processes. Practice Examination Following the final unit, the book includes a complete practice examination. 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. 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. 2. 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. 3. 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. 4. 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. 5. 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. 6. 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. xxii 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 xxiii  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. 5. 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. 6. 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: 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. 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 trans- Saharan 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  Land-Based Empires (c. 1450 to c. 1750) This unit describes and compares the expansion, administration and belief systems of various land-based empires. 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. 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. 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. 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. 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. 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: multiple-choice questions short-answer questions document-based questions long essay questions xxvi WORLD HISTORY MODERN: AP® EDITION  The AP® exam assesses six historical thinking skills. Historical Thinking Multiple-Choice Questions Free-Response Questions Skill Skill 1: Multiple-choice questions The short-answer questions, Developments assess students’ ability to document-based question, and and Processes identify and explain historical long essay question assess developments and processes. students’ ability to identify and explain historical developments and processes. Skill 2: Sourcing Multiple-choice questions Short-answer questions 1 and/ and Situation assess students’ ability to or 2 assess students’ ability to analyze sourcing and situation of analyze the sourcing or situation primary and secondary sources. in primary or secondary sources. Students will need to identify The document-based question and explain a source’s point assesses students’ ability to of view, purpose, historical analyze how the point of view, situation and audience, including purpose, historical situation, its significance. Additionally, and/or audience is relevant to an students will need to explain argument. how the sourcing and situation might limit the use(s) of a source. Skill 3: Claims Multiple-choice questions Short-answer questions 1 and/ and Evidence in assess students’ ability to or 2 assess students’ ability to Sources analyze arguments in primary analyze arguments in primary or and secondary sources, secondary sources. including identifying and describing claims and evidence The document-based question used. Additionally, students will also provides opportunities for need to compare arguments and students to analyze arguments explain how claims or evidence in primary sources. support, modify, or refute a source’s argument. Skill 4: Multiple-choice questions The document-based question Contextualization assess students’ ability to and long essay question assess identify and describe a historical students’ ability to describe context for a specific historical a broader historical context development or process as relevant to the topic of the well as explain how a specific question. development or process is situated within a broader One or two of the short-answer historical context. questions may also assess this skill. Skill 5: Making Multiple-choice questions The document-based question, Connections assess students’ ability long essay question, and one to analyze patterns and or more of the short-answer connections between and questions all assess this skill. among historical developments and processes using historical reasoning (e.g., comparison, causation, continuity and change). Skill 6: No multiple-choice questions The document-based question Argumentation explicitly assess the and long essay question assess argumentation skill. argumentation. Source: AP® World History: Modern Course and Exam Description INTRODUCTION xxvii Section I: 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: 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. 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. 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. Short-answer question 1 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 II: 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: 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. Use the provided documents to support an argument in response to the prompt. Use historical evidence beyond the documents relevant to an argument about the prompt. 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. 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 xxix 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: the creator’s point of view the creator’s purpose the historical situation when the document was produced 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: Write a thesis statement that addresses all parts of the question. Provide historical context for your argument. Build argumentation supported by relevant specific evidence. Use the historical thinking skill targeted in the question. 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 xxxi  Scoring Guide for a Document-Based Question Answer A.Thesis/Claim: 0–1 Point ❑ 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. B. Contextualization: 0–1 Point ❑ 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: 0–3 Points Evidence from the Documents: 0–2 Points ❑ 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.) ❑ 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 ❑ 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. D. Analysis and Reasoning: 0–2 Points (Unlike the LEQ scoring, both points can be gained) ❑ 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. ❑ 1 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 xxxii WORLD HISTORY MODERN: AP® EDITION Section II: 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: Analyze the question. Organize the evidence. Take a position and express it in a thesis and introductory paragraph. Write the supporting paragraphs and conclusion. 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: What is the topic? 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 xxxiii  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: Does the thesis take a position? Does the thesis offer an interpretation of the question? Does the thesis help organize ideas for an essay? xxxiv 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. It reinforces the connection of the main points in the introduction to the supporting paragraphs. 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. Compare: Provide a description or explanation of similarities and/or differences. Describe: Provide the relevant characteristics of a specified topic. Evaluate: Judge or determine the significance or importance of information, or the quality or accuracy of a claim. 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. Identify: Indicate or provide information about a specified topic, without elaboration or explanation. 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. Write in the third person. Avoid using first-person pronouns (I, we). Write your essay in the third person (it, they, she, etc.). Write in the past tense. Use past tense verbs, except when referring to sources that currently exist (e.g., the document implies). 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. 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. 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. 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. 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”! 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 ano