AP WORLD HISTORY



AP WORLD HISTORY

PAST ESSAY TOPICS

|Year |Legacy DBQ |Legacy CCOT |Legacy Comparative |

|2003 |Using the documents, analyze the main features, including causes and |Describe and analyze the cultural, economic, and political|Compare and contrast the roles of women in TWO of the following |

| |consequences, of the system of indentured servitude that developed as|impact of Islam on ONE of the following regions between |regions during the period from 1750 to 1914. |

| |part of global economic changes in the nineteenth and into the |1000 CE and 1750 CE. Be sure to discuss continuities as | |

| |twentieth centuries. What additional kind of document(s) would help |well as changes. |East Asia |

| |assess the historical significance of indentured servitude in this | |Latin America |

| |period? |West Africa |Sub-Saharan Africa |

| | |South Asia |Western Europe |

| | |Europe | |

|2004 |Based on the following documents, analyze the responses to the spread|Analyze the changes and continuities in labor systems |Compare and contrast how the First World War and its outcomes |

| |of Buddhism in China. What kind of additional document(s) would you |between 1750 to 1914 in ONE of the following areas: |affected TWO of the following regions in the period from the war |

| |need to evaluate the extent of Buddhism’s appeal in China? | |through the 1930’s: |

| | |Latin American and the Caribbean | |

| | |Russia |East Asia |

| | |Sub-Saharan Africa |Middle East |

| | | |South Asia (Indian Subcontinent) |

|2005 |Analyze the issues that twentieth-century Muslim leaders in South |Analyze the social and economic transformations that |Compare and contrast the political and economic effects of Mongol |

| |Asia and North Africa confronted in defining their nationalism. What|occurred in the Atlantic world as a result of new contacts|rule on TWO of the following regions: |

| |additional kind of document(s) would be most helpful in furthering |among Western Europe, Africa and the Americas from 1492 to| |

| |your analysis? |1750. |China |

| | | |Middle East |

| | | |Russia |

|Year |Legacy DBQ |Legacy CCOT |Legacy Comparative |

|2006 |Using the documents, analyze the social and economic effects of the |Analyze the cultural and political changes and |Compare and contrast the goals and outcomes of the revolutionary |

| |global flow of silver from the mid-sixteenth century to the early |continuities in ONE of the following civilizations during |process in TWO of the following countries, beginning with the |

| |eighteenth century. Explain how another type of document would help |the last centuries of the classical era: |dates specified: |

| |you analyze the effects of the flow of silver bullion in this period.| | |

| | |Chinese, 100 CE to 600 CE |Mexico 1910 |

| | |Roman, 100 CE to 600 CE |China 1911 |

| | |Indian, 300 CE to 600 CE |Russia 1917 |

|2007 |Using the documents analyze Han and Roman attitudes towards |Analyze the major changes and continuities in the |Within the period from 1450 to 1800, compare the processes (e.g., |

| |technology. Identify one additional type of document and explain |formation of national identities in ONE of the regions |political, social, economic) of empire building in the Spanish |

| |briefly how it would help your analysis. |listed below from 1914 to the present. Be sure to include|Empire with the empire-building processes in ONE of the following:|

| | |evidence from specific countries in the region selected: | |

| | | |The Ottoman Empire |

| | |Middle East | |

| | |Southeast Asia |OR |

| | |Sub-Saharan Africa | |

| | | |The Russian Empire |

|2008 |The Olympic Games were athletic competitions held in Greece |Analyze the changes and continuities in commerce in the |Compare the emergence of nation-states in nineteenth-century Latin|

| |approximately every four years from 776 BCE to 393 BCE. After |Indian Ocean region from 650 CE to 1750 CE. |America with the emergence of nation-states in ONE of the |

| |several years of planning, the first modern Olympic Games were held | |following regions: |

| |in Athens in 1896. | | |

| | | |Sub-Saharan Africa |

| | | |The Middle East |

|Year |Legacy DBQ |Legacy CCOT |Legacy Comparative |

|2009 |Using the documents, analyze African actions and reactions in |Analyze continuities and changes in patterns of |For the period from 1500 to 1830 compare North American racial |

| |response to the European Scramble for Africa. Identify an additional|interactions along the Silk Roads from 200 BCE to 1450 CE.|ideologies and their effects on society with Latin |

| |type of document and explain how it would help in assessing African | |American/Caribbean racial ideologies and their effects on society.|

| |actions and reactions. | | |

|2010 |Using the following documents analyze similarities and differences in|Describe and explain continuities and changes in religious|Analyze similarities and differences in methods of political |

| |the mechanization of the cotton industry in Japan and India in the |beliefs and practices in ONE of the following regions from|control in TWO of the following empires in the Classical period. |

| |period from the 1800s to the 1930s. Identify an additional type of |1450 to present. | |

| |document and explain how it would help your analysis of the | |Han China (206 BCE – 220 CE) |

| |mechanization of the cotton industry. |Sub-Saharan Africa |Mauryan/Gupta India (320 BCE – 550 CE) |

| | |Latin America/Caribbean |Imperial Rome (31 BCE – 476 CE) |

|2011 |Using the following documents, analyze the causes and consequences of|Analyze changes and continuities in long-distance |Analyze similarities and differences in the rise of TWO of the |

| |the Green Revolution in the period from 1945 to the present. Identify|migrations in the period from 1700 to 1900. Be sure to |following empires: |

| |and explain one additional type of document and explain how it would |include specific examples from at least TWO different | |

| |help your analysis of the Green Revolution. |world regions. |A West African Sudanic empire (Mali OR Ghana OR Songhay) |

| | | |The Aztec Empire |

| | | |The Mongol Empire |

|2012 |Using the following documents, analyze the relationship between |Analyze continuities and changes in trade networks between|Compare demographic and environmental effects of the Columbian |

| |cricket and politics |Africa |Exchange on the |

| |in South Asia from 1880 to 2005. Identify an additional type of |and Eurasia from circa 300 C.E. to 1450 C.E. |Americas with the Columbian Exchange’s demographic and |

| |document and briefly | |environmental effects on |

| |explain how it would help analyze the relationship between cricket | |ONE of the following regions between 1492 and 1750. |

| |and politics. | | |

| | | |Africa |

| | | |Asia |

| | | |Europe |

|Year |Legacy DBQ |Legacy CCOT |Legacy Comparative |

|2013 |Analyze connections between regional issues and European struggles |Analyze how political transformations contributed to |Analyze similarities and differences between the role of the state|

| |for global power in the mid-eighteenth century. Identify an |continuities and changes in the cultures of the |in Japan’s economic development of ONE of the following during the|

| |additional type of document and explain how it would help your |Mediterranean region during the period circa 200 C.E. to |late nineteenth and early twentieth centuries. |

| |analysis of these connections. |1000 C.E. |China |

| | | |Ottoman Empire |

| | | |Russia |

|2014 | |Analyze continuities and changes in the ways ONE of the |Analyze similarities and differences in how TWO of the following |

| |Using the following documents, analyze the relationship between |following regions participated in interregional trade |empires used religion to govern before 1450. |

| |Chinese peasants |during the period circa 1500 to 1750. |Byzantine Empire |

| |and the Chinese Communist Party between circa 1925 and circa 1950. |Latin America, including the: Caribbean |Islamic Caliphates |

| |Identify one |Sub-Saharan Africa |Mauryan/Gupta Empires |

| |additional type of document and explain how it would help you assess |Southeast Asia | |

| |the | | |

| |relationship between Chinese peasants and the Chinese Communist | | |

| |Party. | | |

| | | | |

|2015 |The influenza pandemic of 1918-1919 killed an estimated 50 million |Analyze continuities and changes in labor systems in ONE |Analyze similarities and differences in TWO of the following trade|

| |people, many more than the total fatalities of the First World War. |of the following regions within the time period 1450 to |networks in the period 600 C.E. to 1450 C.E. Your response may |

| |Approximately 20%-40% of the population became ill. Using the |1900. |include comparisons of biological, commercial or cultural changes.|

| |following documents, analyze the response to the spread of the | | |

| |influenza in the early twentieth century. |Latin America and the Caribbean |Indian Ocean |

| | |North America |Silk Roads |

| | | |Trans-Saharan |

|2016 |Using the following documents, analyze the relationships between |Analyze economic continuities and changes in trade |Analyze similarities and differences in the causes of TWO of the |

| |gender and politics in twentieth-century Latin America. Identify one|networks within Afro-Eurasian in the period 600 C.E. to |following revolutions: |

| |additional type of document and explain how it would help your |1450 C.E. | |

| |analysis. | |American Revolution (1775-1781) |

| | | |French Revolution (1789-1799) |

| | | |Haitian Revolution (1791-1803) |

|Year |SAQ |DBQ |LEQ |

|2017 |Image: |Evaluate the extent to which religious responses to wealth|Describe and explain a significant continuity and a significant |

| |Imperial China (Song) |accumulation in Eurasia in the period circa 600 BCE to |change in labor migration in the period 1450-1750 CE. (Skill CCOT)|

| |600-1450 |1500 CE differed from state responses to wealth | |

| |Passage: |accumulation. |OR |

| |1450-1750 periodization | | |

| |Free Response (Choice): | |Describe and explain a significant continuity and a significant |

| |1750-1900 turning point OR Free Response (Choice): | |change in the global balance of power in the period 1900 CE- |

| |1945+ globalization | |Present. (Skill CCOT) |

| |SAQ |DBQ |LEQ |

|2018 Format |Passage: |Evaluate the extent to which railroads affected the |Use historical reasoning (e.g. comparison, causation, continuity, |

| |totalitarian 20th century/ democratic state |process of empire-building in Afro-Eurasia between 1860 |or change over time) to structure an argument that address the |

| |Image: |and 1918. |prompt. |

| |political/economic changes 18th century | | |

| |Free Response (Choice): | |In the period 600 B.C.E. to 600 C.E., different factors led to the|

| |before 1450 nomadic vs sedentary OR | |emergence and spread of new religions and belief systems, such as |

| |Free Response (Choice): | |Buddhism, Confucianism and Christianity. (student identifies |

| |1450-1900 Green Revolution | |historical skill) |

| | | | |

| | | |Develop an argument that evaluates how such factors led to the |

| | | |emergence or spread of one or more religions in this time period. |

| | | | |

| | | |OR |

| | | | |

| | | |In the period 1450- 1750, oceanic voyages resulted in the |

| | | |Columbian Exchange, which transformed the Eastern and Western |

| | | |Hemispheres. |

| | | | |

| | | |Develop an argument that evaluates the Columbian Exchange affected|

| | | |peoples in the Americas in the time period. |

| | | | |

| | | |OR |

| | | | |

| | | |In the period 1900 to 2001, people and states around the world |

| | | |adopted political ideologies such as communism, fascism or |

| | | |nationalism to challenge the existing political and/or social |

| | | |order. |

| | | | |

| | | |Develop an argument that evaluates how one or more of these |

| | | |political ideologies challenged the existing political and/or |

| | | |social order. |

|2019 Format |Passage: |Evaluate the extent to which the Portuguese transformed |In the period 600 B.C.E. to 600 C.E., the rise of large-scale |

| |cultural impact of nomads, pre 1450, 1450-1750 |maritime trade in the Indian Ocean in the sixteenth |empires led to increasing regional and transregional trade. |

| |Graph: |century. |Develop an argument that evaluates the extent to which the rise of|

| |life expectancy 2005 (modern era) | |one or more empires contributed to an increase in trade in this |

| |Free Response (Choice): | |time period. |

| |subsistence patterns pre-dating the Neolithic Revolution OR | | |

| |Free Response (Choice): | |OR |

| |elites 1750-1900 | | |

| | | |In the period 600 to 1450 C.E., trade networks expanded and |

| | | |economic productive capacity increased. Technological innovations |

| | | |and transfers often contributed to this process. Develop an |

| | | |argument that evaluates the extent to which technological |

| | | |innovations or transfers led to increased economic growth in this |

| | | |period. |

| | | | |

| | | |OR |

| | | | |

| | | |In the period after 1900, the role of the state in the economy |

| | | |varied, with many states adopting policies to control or manage |

| | | |their economies. Develop an argument that evaluates the extent to |

| | | |which one or more states controlled their economies in this time |

| | | |period. |

|2020 |Not publicly online. | |

|re-design |COVID FORMAT |Ms. Buffalino will give you access via AP Classroom prior to AP EXAM. |

| | | |

AP WORLD REGIONS MAP

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Name: ______________________ Date: _______

APWH – Past Essays Ms. Buffalino

Which essay topics/periodizations do you feel comfortable with?

________________________________________________________________________

________________________________________________________________________

Which essay topics/periodizations do you feel you need to study more?

________________________________________________________________________

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Which essay topics/concepts/periodizations seem to reoccur year after year?

________________________________________________________________________

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Remember the rule of 3.

Do not forget the reason why, and significance!

Name: ____________________________

Date: _______

APWH

If you are stuck on OSI, that’s OK! Use context clues and periodization markers to help you out. You know more than you think you do!

For all of the essays, your thesis must include the date and the specific points being addressed. Must be no more than 2 sentences at the end of your intro! The dates and events mentioned in the questions are your clues for your OSI! You cannot use/copy the historical context.

CONTEXUTALIZATION:

ALWAYS address the global context. What was going on before, during this time and after around the world?!

Stay married to the thesis!

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