AP World History Curriculum Framework - College Board

AP World History Curriculum Framework

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Contents

iv Introduction 1 Section I: Multiple-Choice Questions 23 Section II: Short-Answer Questions 30 Section III: Document-Based Question 40 Section IV: Long Essay Question

Sample Questions

AP World History Exam

Introduction

These sample exam questions were originally included in the AP World History Curriculum Framework, published in fall 2014. The AP World History Course and Exam Description, which is out now, includes that curriculum framework, along with a new, unique set of exam questions. Because we want teachers to have access to all available questions that support the new exam, we are making those from the fall 2014 curriculum framework available in this supplementary document.

The sample exam questions illustrate the relationship between the curriculum framework and the redesigned AP World History Exam, and they serve as examples of the types of questions that appear on the exam.

Each question is followed by the main learning objectives and key concepts it addresses. For multiple-choice and short-answer questions, the historical thinking skills they address are also provided. A question may partially address other learning objectives, skills, or key concepts, but only the primary ones are listed.

For multiple-choice questions, an answer key is provided. A description of what good responses will include appears at the end of each section for the short-answer questions, document-based questions, and long essay questions.

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Sample Questions

AP World History Exam

Section I: Multiple-Choice Questions

As demonstrated in the following examples, question sets will be organized around two to five questions that focus on a primary source, secondary source, or historical issue.

Set 1: This set of tablet inscriptions focuses on commercial exchange and social stratification in Mesopotamia during the second millennium B.C.E. The accompanying questions require student understanding of Mesopotamian economic and social development. Students must analyze the sources as evidence and within a historical context.

Questions 1 to 3 refer to the passages below.

"You said, `I will give good copper to Gimil-Sin.' That is what you said, but you have not done so; you offered bad copper to my messenger saying `Take it or leave it.' Who am I that you should treat me so? Are we not both gentlemen?"

Tablet inscription of a message from a customer to a copper merchant, Ur, Mesopotamia, circa 1800 b.c.e.

"A merchant will loan to his business partners approximately 3 pounds of silver, for an expedition to the Arabian peninsula to buy there copper. . . . After safe termination of the voyage, the merchant loaning the silver will not recognize commercial losses; the debtors have agreed to satisfy him with four mina of copper for each weight of silver, roughly 500 pounds of copper total, as a just price."

Tablet inscription, Ur, Mesopotamia, circa 1800 b.c.e.

1. The interactions described in the inscriptions are best understood in the context of which of the following?

(A) The desertification of the Middle East

(B) The development of trade networks

(C) Growing patriarchy in agricultural societies

(D) Government regulation of commercial activities

Learning Objective

ECON-12 Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over time.

Historical Thinking Skill

Contextualization

Key Concept in the Curriculum Framework

1.3 III E

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