AP World History: Modern Exam

SECTION I, Part A: Multiple Choice

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

Instructions
At a Glance
Section I, Part A of this exam contains 55 multiple-choice questions.
Time
55 minutes Indicate all of your answers to the multiple-choice questions on the multiple-choice answer
Number of Questions sheet. No credit will be given for anything written in this exam booklet, but you may use
55 the booklet for notes or scratch work.
Percent of Total Score
40% Use your time effectively, working as quickly as you can without losing accuracy. Do not
Writing Instrument spend too much time on any one question. Go on to other questions and come back to
Pencil required the ones you have not answered if you have time. It is not expected that everyone will
know the answers to all of the multiple-choice questions.
Your total score on the multiple-choice section is based only on the number of questions
answered correctly. Points are not deducted for incorrect answers or unanswered
questions.

SECTION I, Part B: Short Answer

Instructions
At a Glance
For Section I, Part B of this exam, answer Question 1 and Question 2 and either
Time Question 3 or Question 4. Write your responses in the corresponding boxes on the
40 minutes short-answer response sheets. You must write your response to each question on
Number of Questions the lined page designated for that response. Each response is expected to fit within
3 its designated page. Fill in the circle on the Section I, Part B: Short-Answer
Percent of Total Score Response page indicating whether you answered Question 3 or Question 4.
20%
Writing Instrument
Pen with black or dark
blue ink
Questions 1 and 2
Mandatory
Question 3 or 4
Choose One Question

8 AP World History: Modern Practice Exam

The inclusion of source material in this exam is not intended
as an endorsement by the College Board or ETS of the content,
ideas, or values expressed in the material. The material has been
selected by the World history faculty who serve on the AP
World History Development Committee. In their judgment,
the material printed here reflects various aspects of the course of
study on which this exam is based and is therefore appropriate to
use to measure the skills and knowledge of this course.

AP World History: Modern Practice Exam 9

 WORLD HISTORY: MODERN
SECTION I, Part A
Time—55 minutes
55 Questions

Directions: Each of the questions or incomplete statements is followed by four suggested answers or completions.
Select the one that is best in each case and then enter the letter in the corresponding space on the answer sheet.
Source materials have been edited for the purpose of this exercise.

GO ON TO THE NEXT PAGE.

10 AP World History: Modern Practice Exam

Questions 1 - 4 refer to the following two images.

TWO SCENES FROM SOWING AND REAPING, A YUAN-DYNASTY (CIRCA 1350) COPY OF A
SONG-DYNASTY (CIRCA 1150) ILLUSTRATED SCROLL ABOUT THE PRACTICE OF RICE
CULTIVATION IN CHINA.

Image 1:

Purchase, W. M. Keck Foundation Gift and other gifts, in memory of Douglas Dillon, 2005

Workers irrigating a rice field by powering a mechanical water wheel with their feet

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 11

 Image 2:

Purchase, W. M. Keck Foundation Gift and other gifts, in memory of Douglas Dillon, 2005

Men, women, and children harvesting rice

1. Image 1 best illustrates which of the following 2. Which of the following most likely explains
features of the Chinese economy in the period why the scroll was copied for a new audience in
1200 to 1450 ? the 1350s?
(A) Technological innovations increased (A) The Mongol conquests caused widespread
agricultural yields. destruction to China’s irrigation system.
(B) The government sponsored land reforms. (B) The artist wanted to demonstrate the
superiority of the Song dynasty over the
(C) Confucian policies guided the way
Yuan dynasty.
agrarian labor was performed.
(C) Mongols adopted and spread technological
(D) Improvements in manufacturing techniques
innovations from regions within their
resulted in increased handicraft
empire.
production.
(D) Chinese culture had a significant influence
on neighboring countries, such as Korea
and Vietnam.

GO ON TO THE NEXT PAGE.

12 AP World History: Modern Practice Exam

3. The activity depicted in Image 2 best illustrates 4. Which of the following best describes how
which of the following characteristics of China’s European labor systems before 1450 differed
economy before 1450 ? from the Chinese labor system depicted in the
two images?
(A) The influence of Confucian labor policies
(A) European labor systems did not rely as
(B) The impact of innovations borrowed from
much on women and children.
surrounding states
(B) European labor systems placed a greater
(C) The reliance on systems of peasant labor
emphasis on plantation cash crops.
(D) The dependence on trade along the Silk
(C) European labor systems were dominated
Roads
by urban artisans.
(D) European labor systems were more likely
to utilize serfdom.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 13

 Questions 5 - 8 refer to the two maps below.

Map 1

Map 2

GO ON TO THE NEXT PAGE.

14 AP World History: Modern Practice Exam

5. Which of the following best explains the 7. The expansion of trade routes along the coast of
continuity in the trade routes between East Africa as shown on Map 2 was most directly
Africa, the Arabian Peninsula, and India as facilitated by which of the following?
shown on the maps?
(A) Expanding Chinese influence as a result of
(A) Trade along the routes depended on the maritime voyages under the Ming
activities of Chinese merchants. dynasty
(B) Trade along the routes relied on sailors’ (B) Changes in fishing practices in the Indian
knowledge of the monsoon winds. Ocean
(C) Trade along the routes depended on silver (C) Improved ship designs and navigational
from the Americas. technologies
(D) Trade along the routes relied on sailors’ (D) Commercial decline in Europe as a result
knowledge of longitude from classical of the global cooling of climate known as
maps. the Little Ice Age

6. The maritime trade connections involving East 8. Which of the following aspects of Map 2 can
Africa shown on Map 1 provided a setting for best be used to support the claim that a truly
which of the following developments? global trading system developed during the
period from 1450 to 1750 ?
(A) The emergence of commercial credit
through banks (A) Trade routes extending east and west from
Eurasia toward the Americas
(B) The development of the compass
(B) Extensive overland trade routes in Eurasia
(C) The spread of Islam
(C) The existence of Mediterranean trade
(D) The appearance of social structures
routes connecting Europe, Asia and
privileging men over women
Africa
(D) The continued presence of multiple
long-distance trade routes to India

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 15

 Questions 9 - 12 refer to the following two images.

Image 1:

OTTOMAN SOLDIERS RECONQUERING A FORTRESS IN GREECE FROM VENETIAN FORCES,

MINIATURE IN A VENETIAN-PRODUCED BOOK OF HISTORY AND DIPLOMACY, CIRCA 1665

DEA/A. DAGLI ORTI/Getty Images

GO ON TO THE NEXT PAGE.

16 AP World History: Modern Practice Exam

Image 2:

MUGHAL FORCES LED BY THE EMPEROR AURANGZEB CAPTURE THE FORTRESS OF

GOLCONDA, CAPITAL OF A RIVAL MUSLIM INDIAN STATE, IN 1687. PAINTING BY AN
ANONYMOUS INDIAN ARTIST, CIRCA 1760.

Heritage Images/Getty Images

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 17

 9. Taken together, the two images best support 11. Which of the following imperial expansions was
which of the following claims regarding most similar to those of the Ottoman and
developments in the period from 1450 to 1750 ? Mughal Empires?
(A) European military technology was inferior (A) The Portuguese Empire in Brazil
to Asian military technology.
(B) The Dutch Empire in South Africa and
(B) Rulers served as military commanders and Indonesia
typically led armies into battle
(C) The Spanish Empire in the Americas and
themselves.
Asia
(C) Gunpowder technology facilitated the
(D) The Manchu Empire in East Asia
expansion of land-based empires.
(D) Religious divisions were not a significant 12. All of the following pieces of additional
source of military conflict. information regarding the events portrayed in
Image 2 are factually accurate. Which would be
10. The two dynasties whose expansions are most useful in evaluating the message that the
illustrated by the images shared which of the image was intended to convey?
following?
(A) Emperor Aurangzeb was a strong
(A) Their rulers claimed to be descended from proponent of Sunni Islam, while the
the Mongol ruling family of Chinggis rulers of Golconda were supporters of
Khan Shiism.
(B) Their rulers were recognized as caliphs by (B) Emperor Aurangzeb overthrew his father in
most Muslims order to become the Mughal emperor,
while the ruler of Golconda succeeded his
(C) Their rulers were descended from Turkic
father peacefully.
peoples of Central Asian descent
(C) Emperor Aurangzeb ruled over India
(D) Their rulers claimed power by virtue of
during a time when it was the largest
protecting Dar al-Islam from European
agricultural and manufacturing economy
invasion
in the world.
(D) Emperor Aurangzeb increased taxes on all
non-Muslims in his empire which
contributed to unrest in his
multi-religious state.

GO ON TO THE NEXT PAGE.

18 AP World History: Modern Practice Exam

Questions 13 - 17 refer to the two passages below.

Source 1:

“[In the sixteenth through the eighteenth centuries] Europeans derived more profit from their participation in
trade within Asia than they did from their Asian imports into Europe. They were able to do so ultimately only
thanks to their American silver. . . . Only their American money, and not any ‘exceptional’ European
‘qualities’ permitted the Europeans [to access Asian markets]. . . . However, even with that resource and
advantage, the Europeans were no more than a minor player at the Asian, indeed world, economic table [until
the nineteenth century].”

Andre Gunder Frank, ReOrient: Global Economy in the Asian Age, 1996

Source 2:

“The societies of Europe had been at the margins of the great trading systems, but they were at the center of
the global networks of exchange created during the sixteenth century because they controlled the oceangoing
fleets that knit the world into a single system. Western Europe was better placed than any other region to
profit from the vast flows of goods and ideas within the emerging global system of exchange. . . . [European
states] were keen to exploit the commercial opportunities created within the global economic system. They
did so partly by seizing the resources of the Americas and using American commodities such as silver to buy
their way into the markets of southern and eastern Asia, the largest in the world.”

David Christian, This Fleeting World: A Short History of Humanity, 2008

13. The two interpretations of economic history of 14. The main arguments of the two sources are most
the early modern period differ most strongly similar in their emphasis on the
concerning
(A) importance of European-manufactured
(A) the motivations for European colonization exports to Asia
of the Americas
(B) different economic relationships that
(B) the relative importance of Europe in the specific European states had with Asia
global economy
(C) exceptional qualities of European states
(C) the significance of economic developments that enabled them to dominate the global
in Europe prior to 1500 economy
(D) the justification for European claims of (D) significance of European access to
economic superiority precious metals from the Americas

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 19

 15. The trade networks described by the two sources 17. Which of the following best explains Europe’s
were most strongly influenced by ability to gain a greater share of global trade in
the early modern period?
(A) increased Asian demand for food imports
(A) Easing of tensions among European states
(B) increased European demand for luxury
goods (B) Adoption and improvement of maritime
technologies by Europeans
(C) increased Chinese maritime activity in the
Indian Ocean (C) Europeans’ increased interest in foreign
languages and cultures
(D) increased demand for precious metals
within European colonies in the Americas (D) Diffusion of European manufacturing
technology and processes to Asia
16. Which of the following earlier developments
contributed most directly to the importance of
the Asian market during the early modern period
as described by both passages?

(A) The commercialization of the Chinese

economy under the Song and Ming
dynasties
(B) The conquest of India by Muslim Turks
and Afghans
(C) The increased trade along the Silk Roads
encouraged by the Mongol conquests in
Eurasia
(D) The spread of Confucian ideas to areas of
East and Southeast Asia outside China

GO ON TO THE NEXT PAGE.

20 AP World History: Modern Practice Exam

Questions 18 - 21 refer to the passage below.

“With the powerful help of the Catholic Church and the religious orders, the Portuguese were able to impose
their language and culture on a considerable portion of Brazil [by 1700].

Even the [colonial] elite had no educational opportunities in Brazil beyond . . . secondary school. Their only
alternative was to leave Brazil for Coimbra University [in Portugal], where one hundred of the sons of the
colonial Brazilian elite studied law or medicine during the colonial period. Even Coimbra was a very narrow
window onto the intellectual revolution that was transforming the rest of Europe. The luckiest of the lucky
young colonialists took a diversion to France, which by the early eighteenth century was caught up in the
ferment of the Enlightenment.

By the late 1700s, the . . . Portuguese influence began to lift, as the colonial elite began to produce its own
literature.

To this emerging literary tradition was added the beginnings of a popular culture. The first
component—religious festivals . . . and a folklore that revolved around religious holidays—was imported
from the Portuguese. . . . To this was added the Indian and African presence, which furnished the foundation
for the rich tradition of popular music and dance in modern Brazil.

In part, this evolution came about because Brazil had become richer and more important than the mother
country. Portugal’s fate was now tied to the wealth of its American colony, rather than the other way around.”

Thomas Skidmore, United States historian, excerpt from academic book,

Brazil: Five Centuries of Change, 1999

18. Which of the following developments in 19. The changing relationship between Portugal and
nineteenth-century Brazil was most likely a Brazil described in the passage can best be
product of the experiences of elite Brazilians, as understood in the context of which of the
described in the second paragraph? following developments after 1750 ?

(A) The relocation of the Portuguese (A) The onset of Latin American independence
monarch’s court to Brazil movements
(B) The abolition of slavery (B) The emergence of the Industrial
Revolution in Brazil
(C) The beginnings of industrialization of the
economy (C) The expansion of the Portuguese Empire in
Central America
(D) The spread of United States economic
imperialism (D) The decline of nationalism in Brazil as a
popular ideology

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 21

 20. The transformation described in the fourth and 21. Based on the arguments in the passage, which of
fifth paragraphs best reflects which development the following developments most likely
in the Americas from the period 1450–1750 ? influenced the ideas of the author?
(A) The Columbian Exchange (A) Socialist movements emphasizing
economic equality
(B) The growing reliance on cash crop
plantation agriculture (B) Feminist movements and changing gender
norms
(C) The synthesis of African, American, and
European cultures (C) Rights-based movements about ethnicity,
class, and religion
(D) The prevalence of racial prejudice among
members of Brazil’s elites (D) International and transnational movements
for peace and security

GO ON TO THE NEXT PAGE.

22 AP World History: Modern Practice Exam

Questions 22 - 25 refer to the passage below.

“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

22. Based on the passage, in which of the following 23. Which of the following most directly
ways were Safavid Persian trading practices contributed to the geographic expansion of
similar to those of other land-based Islamic Safavid trade during the period from 1450 to
empires during the seventeenth century? 1750, as indicated in the passage?

(A) The participation of multiple ethnic and (A) Sufi efforts to spread Islam along trade
religious groups in interregional trade routes to the east
(B) The deployment of a large navy to protect (B) Safavid support for the conquest of India
trading interests in the Indian Ocean by the early Mughal emperors
(C) The restriction of trade in luxury (C) The expansion of trade in gunpowder
manufactured goods, such as silk weapons in the Indian Ocean and Africa
(D) The development of an export economy (D) Safavid exchanges with European
focused on agricultural production trading-post empires in Asia

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 23

 24. Which of the following most directly caused a 25. Which of the following historical processes after
disruption in the land-based trade of the Safavid 1750 contributed most directly to a change in
empire during the period circa 1500–1750 ? Safavid production and export patterns as
described in the passage?
(A) Price inflation caused by the global spread
of American silver (A) Economic liberalization
(B) Competition between European joint-stock (B) European industrialization
companies
(C) The abolition of slavery
(C) Conflicts between the Shi‘a Safavids and
(D) The global silver trade
neighboring Sunni empires
(D) Widespread violence between European
trading companies and Muslim empires

GO ON TO THE NEXT PAGE.

24 AP World History: Modern Practice Exam

Questions 26 - 30 refer to the following two maps.

Map 1: SOUTHEAST ASIA, CIRCA 1910

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 25

 Map 2: SOUTHEAST ASIA, CIRCA 1960

26. The establishment of Dutch economic and 27. During the nineteenth century, which of the
political influence in Southeast Asia as shown in following most directly motivated the major
Map 1 was most directly a result of which of the expansion of imperial territories in Southeast
following? Asia as shown in Map 1 ?
(A) Industrialization (A) The influence of Christian missionary
groups
(B) Indentured labor migration
(B) The desire to extract resources and raw
(C) Joint-stock trading companies
materials
(D) Atlantic slave trade
(C) Profits from the global trade in spices and
textiles
(D) Threats by Asian states to European
transoceanic trade

GO ON TO THE NEXT PAGE.

26 AP World History: Modern Practice Exam

28. The division of islands such as Borneo, New 30. On Map 2, the new divisions of mainland
Guinea, and Timor on both maps best reflects Southeast Asia in the region that had been
which of the following? French Indochina best reflect which of the
following developments?
(A) Borders established by early Southeast
Asian kingdoms and empires (A) Cold War proxy conflicts
(B) Natural physical boundaries such as rivers (B) Democratic elections
and mountains
(C) Peaceful decolonization
(C) Significant linguistic, ethnic, or cultural
(D) Ethnic conflicts leading to civil war
divisions between the inhabitants
(D) Conquest by and competition between
colonial empires

29. Which of the following twentieth-century

developments most directly weakened European
colonial states and contributed to the changes
between the two maps?

(A) The decline of European economies during

the Great Depression
(B) Japanese occupation of Southeast Asia
during the Second World War
(C) Competition between Great Britain and
France
(D) The conquest of Spanish imperial
territories by the United States

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 27

 Questions 31 - 34 refer to the image below.

THE BLACK COUNTRY, ANONYMOUS ENGRAVING DEPICTING THE ENGLISH TOWN OF

OLDBURY, CIRCA 1850

Historical Images Archive / Alamy Stock Photo

31. Which of following best explains a likely reason 32. The image best illustrates which factor that
for the title of the image? contributed to Great Britain’s increasing
prominence as a global power in the nineteenth
(A) The prevalence of slave labor, which was century?
used within the factories
(A) Great Britain’s location on the Atlantic
(B) The soot pollution, which resulted from the
Ocean and its many waterways enabled it
coal industry in the region
to import and export goods.
(C) The increase in the use of timber, which
(B) Agricultural innovations, such as crop
was transported along the canals
rotation and higher-yielding seeds,
(D) The construction of factory buildings, increased British agricultural output, kept
which increased throughout the town food prices low, and freed up labor from
the countryside.
(C) Great Britain’s rapidly growing population
ensured a steady supply of industrial
workers.
(D) Great Britain’s access to foreign resources
from colonized territories provided raw
materials for manufacturing.

GO ON TO THE NEXT PAGE.

28 AP World History: Modern Practice Exam

33. The technological processes reflected in the 34. Which of the following best explains how the
image had the most direct influence on which of technological processes, reflected in the image,
the following? influenced the twentieth-century world?
(A) The French Revolution (A) The proliferation of nuclear weapons
during the Cold War threatened global
(B) The beginnings of the decolonization
destruction.
movement
(B) Increased mobility resulted in the spread of
(C) The rise of Japan in the Meiji era
new infectious diseases.
(D) The expansion of the Ottoman Empire
(C) The release of greenhouse gases
contributed to debates about the nature of
climate change.
(D) New medical advances, such as antibiotics
and immunizations, significantly
increased the global population.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 29

 Questions 35 - 38 refer to the passage below.

“We often see articles in our [Brazilian] newspapers trying to convince the reader that slavery among us is a
very mild and pleasant condition for the slave—so often, in fact, that one may almost begin to believe that, if
slaves were asked, they would prefer slavery to freedom. This only proves that newspaper articles are not
written by slaves. . . .

The legal position of slaves in Brazil can be summed up in these words: the Constitution does not apply to
them. Our [1824] Constitution is full of lofty ideas [such as]: ‘No citizen can be forced to do anything except
as required by law;’ ‘The law shall apply equally to every person;’ ‘Whipping, torture, and all other cruel
punishments are abolished,’ etc. Yet, in this ostensibly free nation . . . we must have, on a daily basis, judges,
police, and, if need be, the army and navy employed to force enslaved men, women, and children to work
night and day without any compensation. To admit this in the highest law of the land would reduce the list of
Brazilian freedoms to a transparent fraud. For this reason the Constitution does not even mention slaves or
attempt to regulate their status.”

Joaquim Nabuco, Brazilian writer and political activist, Abolitionism, book

published 1883

35. Which of the following best describes the 36. Based on the provisions from the 1824
author’s approach in the first paragraph? Constitution cited in the second paragraph, it
can be inferred that
(A) Relying on statistical data to determine the
true conditions of slavery (A) the government of Brazil had adopted
Enlightenment political principles
(B) Illustrating the damage of slavery by
quoting from written slave narratives (B) Brazilian laws continued to be dictated
from Portugal
(C) Using sarcasm to highlight the weakness of
the proslavery arguments (C) Brazilian slaves were inspired to seek
further rights by the example of the
(D) Providing evidence to corroborate the
Haitian Revolution
newspapers’ position
(D) in terms of granting political liberties to its
citizens, Brazil was more progressive
than most Latin American countries

GO ON TO THE NEXT PAGE.

30 AP World History: Modern Practice Exam

37. As illustrated by the passage, which of the 38. The second paragraph would most directly
following best explains the persistence of support the claim that abolitionists in the late
slavery in some parts of the Americas into the nineteenth century supported their position by
late nineteenth century?
(A) invoking religious ideas of the equality of
(A) Urban middle-class families increasingly all humans in the eyes of God
relied on the labor of slaves as more
(B) educating the public about the ways in
women joined the workforce.
which relying on slave labor led to
(B) Cash-crop plantation agriculture remained delayed industrialization
an important part of some nations’
(C) explicitly rejecting Social Darwinist ideas
economies.
and other racially based arguments for
(C) Constitutions in the Americas continued to slavery
expressly deny citizens the legal rights
(D) exposing the discrepancy between the idea
that had long been established in Europe.
of universal human rights and the
(D) Railroads, steamships, and other persistence of slavery
technologies greatly facilitated new
migration to the Americas.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 31

 Questions 39 - 42 refer to the passage below.

“It is not surprising that your nation [Japan] considers it its mission to unite and lead Asia. The European
nations, for all their differences, are united like a single country in their attitude towards the non-Europeans.
If, for instance, the Mongolians threatened to take a piece of European territory, all the European countries
would make common cause to resist them.

But Japan cannot stand alone. She would be bankrupt in competition with a united Europe, and she could not
expect support in Europe. It is natural that she should seek it in Asia, in association with a free China,
Thailand, and, perhaps, in the ultimate course of things, a free India. An associated Asia would be a powerful
force. Of course, that is to look a long way ahead, and there are many obstacles in the way, notably the
absence of a common language and the difficulty of communication. But—from India through Thailand to
Japan—we are, I believe, kindred peoples, having in common possession so much religion, art, philosophy.”

Rabindranath Tagore, Indian poet and Nobel Prize in Literature recipient,

excerpt from a speech given while on a tour of Japan, 1916

39. Tagore most likely makes a clear contrast 40. Which of the following developments in the late
between European and Asian states in order to 1800s and early 1900s most directly challenges
the author’s argument regarding the role of
(A) argue for the modernization of Asian Japan in Asia?
empires like the Qing dynasty and
Tokugawa Shogunate (A) Japanese imperial expansion into Asian
territories such as Taiwan and Korea
(B) oppose the proliferation of global wars
such as the First World War (B) Resistance to modernization by traditional
Japanese elites
(C) oppose the expansion of communism in
Asia (C) Meiji Japan’s success in developing an
industrial economy
(D) provide a counterbalance to European
colonialism in Asia (D) The adoption of a parliamentary political
system

GO ON TO THE NEXT PAGE.

32 AP World History: Modern Practice Exam

41. The author’s claim in the second paragraph that 42. Which of the following nineteenth-century
Asian countries such as India, Japan, and historical processes gave rise to arguments for
Thailand, have certain cultural characteristics regional unity similar to those made by the
“in common possession” is most likely a author?
reference to which of the following?
(A) Russia and Great Britain’s struggle for
(A) A shared experience of European influence over Central Asia
colonization
(B) European countries’ efforts to carve out
(B) Shared Buddhist religious influences colonial territories during the scramble
for Africa
(C) Shared Confucian political principles in
government (C) Spanish Latin American colonies’ struggles
for independence
(D) Shared literary languages and ethnic
origins (D) The establishment of rival alliances in
Western Europe following the unification
of Germany

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 33

 Questions 43 - 46 refer to the two passages below.

Source 1:

“Any attempt on our part to improve nutrition in Gambia by increased cultivation of foodstuffs will no doubt
have to come at the expense of the cultivation of cash crops and would therefore have the adverse economic
consequence, in the early stages, of reducing the revenue of the colony. It is hoped, however, that this would
be offset by an improvement in the health of the people, leading in time to increased strength and activity
which might encourage Gambian farmers to cultivate both more extensively and more intensively than they
do at present, resulting ultimately in greater production of cash crops.”

Letter from the British governor of the West African colony of Gambia to the
British Committee on Nutrition in the Colonial Empire, 1936

Source 2:

“Improvements in nutrition in Kenya must, as a matter of greatest importance, involve efforts to educate
African women, to whom falls the care of the home and children. The African housewife is no less a creature
of domestic habits and prejudices than her European counterpart, and her support has to be enlisted if
progress is to be made in any of the activities surrounding nutrition. She plays a predominant part in such
matters, being in most cases the cultivator as well as the cook.”

Letter from a Kenyan medical officer to the British Committee on Nutrition

in the Colonial Empire, 1937

43. Which of the following best summarizes the two 44. The two passages best represent which of the
plans for improving nutrition in Britain’s following justifications for European
colonies? imperialism?
(A) Both sources emphasize the need to (A) The idea that the colonies would provide
expand economic production in the opportunities for the settlement of
colonies. European farmers
(B) Both sources emphasize the need to (B) The nationalist competition among
educate farmers in order to improve European states over colonial territory
agricultural practices.
(C) The concept of the European mission to
(C) Both sources emphasize the need to respect civilize colonized peoples
traditional African economic practices
(D) The acquisition of new markets and
and gender norms.
territories
(D) Both sources emphasize the need to enlist
the cooperation of Africans in
implementing colonial policies.

GO ON TO THE NEXT PAGE.

34 AP World History: Modern Practice Exam

45. The author’s perspective in Source 2 best 46. Which of the following late-twentieth-century
illustrates the fact that developments most directly helped resolve the
dilemma (expressed in Source 1) between
(A) agricultural production was still carried out producing enough food and producing cash
by small family units, even in crops to grow the economy?
industrialized countries
(A) Decolonization
(B) notions of women’s inferiority were still
widespread, even among advocates for (B) The Green Revolution
greater women’s rights
(C) Globalization of consumer culture
(C) literacy rates among rural women
(D) Outsourcing of industrial manufacturing to
expanded greatly, even as formal
East and South Asia
education remained limited mostly to the
upper and middle classes
(D) African women enjoyed a great degree of
economic independence, even as colonial
authorities sought to take it away from
them

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 35

 Questions 47 - 51 refer to the table below.
NUMBER OF NUCLEAR BOMBS OR WARHEADS BY NATION, 1945 TO 2000
Russia or
Year United States Other Nations Total
Soviet Union
1945 2 2
1950 299 5 304
1955 2,422 200 10 2,632
1960 18,638 1,627 105 20,370
1965 31,139 6,144 308 37,591
1970 26,008 11,736 486 38,230
1975 27,519 19,235 888 47,642
1980 24,104 30,665 986 55,755
1985 23,368 38,582 974 62,924
1990 21,392 32,980 1,404 55,776
1995 10,904 18,179 1,031 30,114
2000 10,577 12,188 1,081 23,846
Data adapted from https://ourworldindata.org/nuclear-weapons.

47. The pattern in the numbers of nuclear weapons 49. Changes in the overall number of nuclear
shown in the table between 1945 and 1985 is weapons shown in the table contributed most
best understood in which of the following directly to which of the following international
contexts? developments?
(A) Decolonization of empires in Asia and (A) Revolutionary movements in colonized
Africa African countries
(B) Competition between Western and (B) Mass violence caused by ethnic or
communist powers ideological conflicts
(C) The second industrial revolution (C) Institutions investing in economic
development in newly independent
(D) The outbreak of the Second World War
nations

48. The pattern in the numbers of nuclear weapons (D) International efforts to promote peace and
shown in the table after 1985 is best explained security
by which of the following?

(A) The spread of communism in Eastern

Europe
(B) Proxy wars in Asia and Africa
(C) Globalization and the development of
international economic unions
(D) The collapse of the Soviet Union and the
end of the Cold War

GO ON TO THE NEXT PAGE.

36 AP World History: Modern Practice Exam

50. Which of the following is the most serious 51. The primary technology shown in the table
limitation of the table as a source of information contributed most directly to advances in which
on the comparative military capabilities of of the following areas?
nuclear powers?
(A) Internet and cellular communications
(A) It does not include data on the total
(B) Energy production
destructive power of the nuclear
stockpiles of each nation. (C) Medical vaccines and antibiotics
(B) It does not include data on the economic (D) Genetically modified agriculture
output (gross domestic product) of each
nation.
(C) It does not include data on the number of
people in each nation injured or killed by
weapons of mass destruction.
(D) It does not include data on the average life
expectancy of the population of each
nation.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 37

 Questions 52 - 55 refer to the passage below.

“Article 1. The feudal marriage system, which is based on the superiority of man over woman, is abolished.
The New Democratic marriage system is based on free choice of partners, on equal rights for both sexes, and
on protection of the lawful interests of women and children. . . .

Article 3. Marriage shall be based on the complete willingness of the two parties.

Article 7. Husband and wife shall have equal status in the home. . . .

Article 8. Husband and wife are bound to love, respect, and assist each other, to engage in production, to care
for the children, and to strive jointly for the building up of a new society.

Article 9. Husband and wife shall both have the right to free choice of occupation and free choice of
participation in work or in social activities.”

Marriage law from the People’s Republic of China, 1950

52. The document is best understood in the context 53. The characterization of the traditional Chinese
of which of the following global developments marriage system in Article 1 most likely reflects
after 1900 ? which of the following?
(A) Growing demands in many countries that (A) Chinese nationalists’ emphasis on the unity
women be given the right to vote of Chinese territory
(B) Greater freedom of women to make (B) The influence of Buddhist teachings on
professional and personal choices Chinese culture
(C) Women taking on industrial jobs (C) Chinese elites’ adoption of Western gender
previously done by men during times of norms following the Opium Wars
war
(D) The Marxist ideology of Mao Zedong’s
(D) Widening disparities in the opportunities government in China
available to middle-class and
working-class women

GO ON TO THE NEXT PAGE.

38 AP World History: Modern Practice Exam

54. Which of the following types of sources would 55. The provisions in Articles 8 and 9 can best be
likely be most useful in evaluating the used as evidence to support which of the
effectiveness of the 1950 marriage law in following claims about women in China in the
bringing about social change in China? late twentieth century?

(A) A memoir by a communist party official (A) Women were an important part of the labor
who was involved in the passage of the force that the government tried to recruit
law in implementing its economic policies.
(B) A documentary about the lives of Chinese (B) The Chinese government strongly
women produced by a Chinese encouraged Chinese women to dedicate
government film studio themselves only to raising their children.
(C) A private diary by a married woman (C) Despite making some advances, Chinese
describing her daily work and women continued to have lower social
family-related responsibilities status compared to men.
(D) A propaganda poster depicting the ideal (D) As more women were elected to leadership
communist family, featuring a working positions in China, they shaped
mother and father and a happy child legislature to address issues of special
importance to women.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 39

 END OF PART A
IF YOU FINISH BEFORE TIME IS CALLED,
YOU MAY CHECK YOUR WORK ON PART A.
DO NOT GO ON TO PART B UNTIL YOU ARE TOLD TO DO SO.

_____________________________________________

MAKE SURE YOU HAVE DONE THE FOLLOWING:

• PLACED YOUR AP ID LABEL ON YOUR MULTIPLE-CHOICE ANSWER SHEET

• WRITTEN AND GRIDDED YOUR AP ID CORRECTLY ON YOUR MULTIPLE-CHOICE
ANSWER SHEET
• TAKEN THE AP EXAM LABEL FROM THE FRONT OF THIS BOOKLET AND PLACED
IT ON YOUR MULTIPLE-CHOICE ANSWER SHEET

40 AP World History: Modern Practice Exam

 WORLD HISTORY: MODERN
SECTION I, Part B
Time—40 minutes

Directions: Answer Question 1 and Question 2. Answer either Question 3 or Question 4.

Write your responses in the Section I, Part B: Short-Answer Response booklet. You must write your response to each
question on the lined page designated for that response. Each response is expected to fit within the space provided.

In your responses, be sure to address all parts of the questions you answer. Use complete sentences; an outline or
bulleted list alone is not acceptable. You may plan your answers in this exam booklet, but no credit will be given for
notes written in this booklet.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 41

 Use the passage below to answer all parts of the question that follows.

“The modern nations came into being essentially by two roads. In one case, the state was, from the start of
the process of national formation, already an established continuity, [most] often from the Middle Ages.
These were states with their own ‘national elites’ and mature written cultural traditions. . . . For these states,
the road to the modern nation was through an internal transformation . . . and the struggle to establish the
modern nation was mainly a political struggle to define the nation as a community of equal citizens. . . .

This first type of development toward the modern nation was absent in Central and Eastern Europe. There, a
different pattern was typical, [namely] that of multi-ethnic empires inhabited by many non-ruling ethnic
groups. . . . Lacking not only statehood, but also written traditions in their own national language, these
non-ruling ethnic groups in the multi-ethnic empires were in the most complicated situation. Their national
movements had to pursue not only cultural and social emancipation and equality, but also political
emancipation.”

Miroslav Hroch, Czech historian and political scientist, introduction to

Discourses of Collective Identity in Central and Southeast Europe
(1770–1945), academic book published in 2007

1. a) Identify ONE claim that the author makes in the passage regarding the “two roads” toward modern nation
building.
b) Identify ONE specific example of a nineteenth- or twentieth-century nationalist movement that would fit the
pattern described by the author in the second paragraph. Your answer may be from Europe or from another part
of the world.
c) Explain ONE limitation of the author’s argument as a source for understanding the different types of
nationalism that developed around the world in the period since 1750.

GO ON TO THE NEXT PAGE.

42 AP World History: Modern Practice Exam

Use the image below to answer all parts of the question that follows.

ANONYMOUS MUGHAL COURT PAINTER, MINIATURE SHOWING EUROPEAN

REPRESENTATIVES (IN THE LOWER LEFT CORNER) BRINGING GIFTS TO THE MUGHAL
EMPEROR SHAH JAHAN, CIRCA 1630

Royal Collection Trust © Her Majesty Queen Elizabeth II, 2020/Bridgeman Images

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 43

 2. a) Identify ONE specific way in which the portrayal of the figures in the image reflects the political message
presented in the painting.

b) Identify ONE way in which the image reflects the relations between the Mughal Empire and other states
during the period circa 1550–1650.
c) Explain ONE reason that the political relations portrayed in the image changed in the period circa 1650–1850.

GO ON TO THE NEXT PAGE.

44 AP World History: Modern Practice Exam

 Question 3 or 4

Directions: Answer either Question 3 or Question 4.

Answer all parts of the question.

3. a) Identify ONE way in which African states or societies changed as a result of the spread of Islam in the
period circa 1200 to 1450.

b) Explain how ONE specific African region was affected by the spread of Islam in the period circa 1200 to
1450.
c) Explain ONE way in which existing African religious or cultural traditions influenced the practice of Islam
in Africa in the period 1200 to 1450.

Answer all parts of the question.

4. a) Identify ONE way in which African states or societies changed as a result of the Cold War.

b) Explain how ONE African state was affected by the Cold War.
c) Explain ONE way in which events in Africa affected the broader context of the Cold War.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 45

 END OF SECTION I
IF YOU FINISH BEFORE TIME IS CALLED,
YOU MAY CHECK YOUR WORK ON THIS SECTION.
DO NOT GO ON TO SECTION II UNTIL YOU ARE TOLD TO DO SO.

_______________________________________________

MAKE SURE YOU HAVE DONE THE FOLLOWING:

• FILLED IN THE CIRCLE ON THE LAST PAGE OF THE SECTION I, PART B:

SHORT-ANSWER RESPONSE BOOKLET THAT INDICATES WHETHER YOU
ANSWERED SHORT-ANSWER QUESTION 3 OR SHORT-ANSWER QUESTION 4
• PLACED YOUR AP EXAM LABEL ON YOUR SECTION I, PART B: SHORT-ANSWER
RESPONSE BOOKLET
• PLACED YOUR AP ID LABEL ON YOUR SECTION I, PART B: SHORT-ANSWER
RESPONSE BOOKLET
• COMPLETED THE IDENTIFICATION INFORMATION AS REQUESTED ON THE
FRONT OF THE SECTION I, PART B: SHORT-ANSWER RESPONSE BOOKLET

46 AP World History: Modern Practice Exam

Write your answer to SHORT-ANSWER QUESTION 1 on this page only. Do NOT write outside the box.
Do not skip lines.

Q1
End of response area for Q1

AP World History: Modern Practice Exam 47

 Write your answer to SHORT-ANSWER QUESTION 2 on this page only. Do NOT write outside the box.
Do not skip lines.

Q2
End of response area for Q2

48 AP World History: Modern Practice Exam

 Important: After you have completed your response to either Question 3 Question 4
Question 3 or Question 4, completely fll in the circle that
corresponds to the question you answered.

Write your answer to SHORT-ANSWER QUESTION 3 or 4 on this page only. Do NOT write outside the box.
Do not skip lines.

Q3 or

Q4
End of response area for Question 3 or Question 4

AP World History: Modern Practice Exam 49

 AP World History: Modern Exam
®

SECTION II: Free Response

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

At a Glance Instructions
The questions for Section II are printed in this booklet. You may use this booklet to
Total Time
1 hour and 40 minutes
organize your answers and for scratch work, but you must write your answers on the lined
Number of Questions
pages provided for each question.
2 The proctor will announce the beginning and end of the reading period. You are advised to
Percent of Total Score spend the 15-minute period reading the question and planning your answer to Question 1,
40% the document-based question (DBQ). If you have time, you may also read Questions 2, 3,
Writing Instrument and 4. You may begin writing your responses before the reading period is over.
Pen with black or dark
blue ink Section II of this exam requires answers in essay form. Write clearly and legibly. Circle the
Question 1 (DBQ): number of the question you are answering at the top of each page in this booklet. Begin
each answer on a new page. Do not skip lines. Cross out any errors you make; crossed-out
Mandatory
work will not be scored.
Suggested Reading and
Writing Time Manage your time carefully. The proctor will announce the suggested time for each part,
1 hour but you may proceed freely from one part to the next. Go on to Question 2, 3, or 4 if you
Reading Period finish Question 1 early. You may review your responses if you finish before the end of the
15 minutes. Use this exam is announced.
time to read Question 1
and to plan your answer.
You may begin writing
your response before
the reading period is
over.
Suggested Writing Time
45 minutes
Percent of Total Score
25%

Question 2,
3, or 4: Choose
One Question
Answer Question 2,
Question 3, or
Question 4
Suggested Writing Time
40 minutes
Percent of Total Score
15%

50 AP World History: Modern Practice Exam

THIS PAGE MAY BE USED FOR PLANNING YOUR ANSWERS. NOTES WRITTEN IN THIS ORANGE
BOOKLET WILL NOT BE SCORED. WRITE ALL YOUR RESPONSES IN THE SECTION II BOOKLET.

SECTION II QUESTIONS AND DOCUMENTS BEGIN ON PAGE 4.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 51

 WORLD HISTORY: MODERN
SECTION II
Total Time—1 hour and 40 minutes

Question 1 (Document-Based Question)

Suggested reading and writing time: 1 hour

It is suggested that you spend 15 minutes reading the documents and 45 minutes writing your response.
Note: You may begin writing your response before the reading period is over.

Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose
of this exercise.

In your response you 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.
• Support an argument in response to the prompt using at least six 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 three documents, explain how or why the document’s point of view, purpose, historical situation,
and/or audience is relevant to an argument.
• Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

GO ON TO THE NEXT PAGE.

52 AP World History: Modern Practice Exam

1. Evaluate the extent to which China was affected by its imperial expansion under the Qing dynasty (circa
1700–1900).

Note: The map below 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.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 53

 Document 1

Source: Emperor Yongzheng, letter to a Qing general following a military campaign in which the general’s
army was decisively defeated by a Dzungar Mongol force, 1731.

In the last year, nothing in the Dzungar war has turned out as we expected. Painfully, I reflect on my
responsibility, and I find that we, ruler and minister, have brought all the blame on ourselves. Military
strategists say: Those who show force arrogantly will lose, those who deceive themselves about the strength
of the enemy will lose, those who do not know the enemy well will lose. Our army has committed all three of
these mistakes. I regret this endlessly—I confess my sins to Heaven and try to atone for my crimes. The
enemy’s power has been far beyond what I had known or expected. Who knows when our armies will be
strong enough to allow me to wipe away this shame and take revenge? For now, the focus should be to
regroup and seek Heaven’s forgiveness. We certainly can no longer think of advancing on and annihilating
the enemy. . . .

Emphasize careful defense; absolutely do not advance the troops rashly. Hold fast to the remaining forts and
garrisons and look at the larger picture. Only attack if you see a completely safe opportunity to do so. Then,
if Heaven grants us victory and the enemy flees, take care not to pursue him over a long distance. Why?
Because out there in the enemy’s home territory, we are at a disadvantage. Do not leave the fortified cities for
more than a hundred miles or so before having the troops return. We are not cowards, but we must stay calm
and avoid overreacting to these recent defeats.

Document 2

Source: Khoja Jihan, member of a prominent Turkic Muslim family from the Central Asian Kashgar region,
letter to his brother, 1755.

If we follow the wishes of the Chinese and accept their authority, we will end up imprisoned in Beijing. Our
ancestors have lived under the control of others for centuries. Now, by chance, the powerful Dzungar state
that was our main enemy has collapsed,* and, for the moment, no one is pressing on us. If we do not seize
this opportunity to create an independent state, we shall be slaves forever. The Middle Kingdom [China] has
now taken the Dzungar Khanate but has not yet decided its policy toward our region. Its troops cannot come
here because we are so far from the center of their power, and if they do come, we will resist them until their
supplies are exhausted.

*a reference to a 1755 Qing victory against the Mongol Dzungar Khanate.

GO ON TO THE NEXT PAGE.

54 AP World History: Modern Practice Exam

 Document 3

Source: Giuseppe Castiglione, Qing court painter of Italian origin, in collaboration with unidentified Chinese
court artists, detail from The Great Victory at Qurman, one of seventeen monumental paintings
commissioned by Emperor Qianlong to commemorate the Qing wars of expansion in Central Asia, circa
1760.

Heritage Image Partnership Ltd / Alamy Stock Photo

The image shows Chinese musketeers, archers, and artillery troops. The battle of Qurman (1759) was a
Qing victory against a coalition of Central Asian Turkic and Mongol forces.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 55

 Document 4

Source: Song Yun, Qing military commander of Tibet, Local Gazetteer of Tibet, historical and geographical
description of the province written to aid the Chinese administration, compiled circa 1797.

The [Tibetan] region of Batang was previously under the rule of the [Mongol] ruler Lha-bzang Khan. But, in
1718, the [Qing] General Wen Pu led an army into Batang, where he proclaimed the rule and virtue of the
sacred dynasty. . . . At that time, the Batang civil officials, headmen, monks, and local people welcomed the
Qing armies. With full hearts they offered their allegiance and were willing to become children of the
heavenly dynasty.

This region currently includes thirty-three villages, thirty-nine headmen, 6,920 local households, and 2,110
monks. Annually, they submit grain taxes, provide forced labor services, and transport military rations and
salaries. . . . Since 1729, the towns and villages of this region have been governed by appointed [Qing]
officials and by deputy local officials whose positions are usually inherited within local leading families. . . .
Yet, over the years, the population of the region has declined. To take but two examples—in the village of
Ciung-tui there were more than fifty families in the past, but now only eight families remain; yet taxes
continue to be demanded yearly according to the number of original families. Likewise, in the tax district of
Sera, there originally lived more than a thousand families; today, less than 300 families are left, yet taxes
continue to be assessed according to the old number of inhabitants. Because this happens in all districts, the
people are left in a state they cannot endure.

Document 5

Source: Prince Zhaolian, historian and member of the Qing royal family, Miscellaneous Records of the Xiao
Pavilion, history of the reign of Emperor Qianlong (1735–1796), composed circa 1815.

His Majesty always emphasized the importance of acting economically in his personal expenditure and did
everything he could to reduce spending related to the imperial court. When ascending to the throne [in 1735],
he ordered for example that the celebrations must not include the placing of any gold or silver decorations on
city streets and markets. Several times during his reign, the emperor also cut the budget of the Imperial
Kitchens, so that their annual expenditure was only slightly more than 20,000 liang.* Many of his attendants
complained money was not sufficient for the needs of the palace, but their pleas for more funds went
unheard.

Yet when large sums were meant to be spent for the sake of the people and the country, the emperor did not
show such a tendency to economize. The wars of expansion in the west and in the south, for example, cost
more than 100 million liang. . . . Between 1771 and 1796, he waived on four occasions the annual tribute of
grain owed by some of the outlying provinces. Each time this amounted to a loss of a billion liang in revenue,
yet his Majesty never gave in to the calls of stingy officials to end such tribute waivers.

*Qing currency unit

GO ON TO THE NEXT PAGE.

56 AP World History: Modern Practice Exam

 Document 6

Source: Anonymous Muslim from the Central Asian city of Ili, eyewitness account of an 1864 Muslim revolt
against Qing rule. Oral testimony recorded by Russian government authorities when Ili was temporarily
under Russian rule, circa 1875.

Once the revolt started, the Manchu [Qing] troops, having lived in cities for a hundred years, lost all their
martial spirit and were physically weakened so much that they could not even pull their bows; the arrows they
shot did not go far and could not penetrate the thickly quilted clothes of the Muslim rebels. The Manchu
officials had neglected teaching their soldiers how to use their weapons. In the battle with the Muslims, the
bulky clothes of the Qing soldiers hampered their movements. On top of this, the soldiers themselves were
starving since they had not been properly provisioned with food for a long time. Their horses were also
weakened because the garrison had not been getting horse feed deliveries. As a result, the horses could not
gallop in deep snow. The Muslim rebels eventually caught the Manchus stuck in snow and killed them.

The Manchu officials did not care for the soldiers and the solders, in return, held the officials in contempt.
When the rebellion broke out, they did not attempt to repress it bravely. Instead, at the sight of the rebels,
they ran away. They worried about preserving their own lives and neglected to protect even their own wives
and daughters from falling into the hands of the rebels. They were so pitiful!

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 57

 Document 7

Source: Shen Baozhen, Qing Imperial Commissioner, memorandum on proposed policy changes in Qing
administered Taiwan, 1875.

The recent Japanese activities in Taiwan* have been a source of great concern. . . Even though Taiwan has
been under our rule for over a century, Chinese officials only govern one-third of the island, mainly the
coastal plains. The rest is all native [Taiwanese] territory—particularly the central mountains, where the
Taiwanese people live their lives completely outside government control. . . .

To open the mountains and bring the natives under imperial control, we need to station soldiers, cut through
forests, burn wild grassland, build waterways, etc. We should encourage Han [Chinese] settlement by
providing settlers with livestock and seeds, helping them establish villages and fortified cities. To better
establish commerce in these newly developed regions, we should appoint tax officials and set up postal
communications and government buildings. All of these policies must be implemented in order.

To bring the locals under control, we need to select tribal leaders loyal to China, survey the population and
land, translate their languages, teach them better farming practices, build roads, supply tea and salt, change
their mode of dress, set up schools for local children and revise their customs. All these efforts must be
carried out simultaneously.

*in 1874 Japan sent a naval force to Qing-controlled Taiwan to punish native Taiwanese peoples for attacking
the crew of a Japanese fishing vessel that had been shipwrecked in Taiwan.

END OF DOCUMENTS FOR QUESTION 1

GO ON TO THE NEXT PAGE.

58 AP World History: Modern Practice Exam

 Question 2, 3, or 4 (Long Essay)
Suggested writing time: 40 minutes

Directions: Answer Question 2 or Question 3 or Question 4.

In your response you 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.
• Support an argument in response to the prompt using specific and relevant examples of evidence.
• Use historical reasoning (e.g., comparison, causation, continuity or change over time) to frame or structure an
argument that addresses the prompt.
• Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

2. In the period circa 1200–1450, scientific and technological advances in Afro-Eurasia occurred both through
new discoveries and through diffusion across cultures in areas of increased interconnections, such as the Silk
Roads and the Mediterranean.

Develop an argument that evaluates the extent to which cross-cultural connections were the leading factor
behind scientific and/or technological advances in Afro-Eurasia during this period.

3. In the period circa 1450–1750, economic exchanges played an important role in shaping the interactions
between European, African, and Native American societies in the Atlantic world.
Develop an argument that evaluates the extent to which Native American and/or West African societies changed
as a result of their increased economic interactions with Europe during this period.

4. In the period circa 1750–1900, the expansion of European imperialism around the world led non-European
states and societies to resist European territorial expansion and/or economic interference.

Develop an argument that evaluates the extent to which European imperialism in Afro-Eurasia led to active
resistance by indigenous societies during this period.

WHEN YOU FINISH WRITING, CHECK YOUR WORK ON SECTION II IF TIME PERMITS.

GO ON TO THE NEXT PAGE.

AP World History: Modern Practice Exam 59

 STOP

END OF EXAM
________________________________

THE FOLLOWING INSTRUCTIONS APPLY TO THE COVERS OF THE SECTION II BOOKLET. MAKE
SURE YOU HAVE DONE THE FOLLOWING:

• APPLIED THE LABEL THAT CORRESPONDS TO THE LONG ESSAY QUESTION

YOU ANSWERED, AS REQUESTED ON THE FRONT COVER
• COMPLETED THE IDENTIFICATION INFORMATION AS REQUESTED ON THE
FRONT AND BACK COVERS OF THE SECTION II BOOKLET
• CHECKED THAT YOUR AP ID LABEL IS IN THE BOX ON THE FRONT COVER

60 AP World History: Modern Practice Exam