AP World History

Appendix C
 Section I

The Exam

Copyright 2002 by College Entrance Examination Board. All rights reserved.

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Section I

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 Section I

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Section I

Louise Levathes/Bill Smith, Oxford University Press

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 Section I

Basil Davidson, trans., The African Past (Curtis Brown,

Ltd., 1964)

Reprinted with the permission of the Royal Embassy of

Saudi Arabia, Washington, DC.

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Section I

From Bob Tadashi Wakabayashi, Anti-Foreignism and Western

Learning in Early-Modern Japan: The New Theses of 1825.
(Cambridge, MA: Harvard University, Council on East Asian
Studies, 1986). The President and Fellows of Harvard College,
1986. Reproduced by permission of the Harvard University
Asia Center.

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 Section I

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Section I

Estate of George Grosz/Licensed by VAGA, New York, NY

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 Section I

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Section I

Reprinted with the permission of Cambridge University Press.

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 Section I

From History and Life: The World and Its People by T. Walter Wallbank, Arnold Schrier, Donna
Maier, and Patricia Gutierres-Smith 1987 by Scott, Foresman and Company. Used by permission
of Pearson Education, Inc.

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Section I

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 Section I

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Section I

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 Section I

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Section I

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 Section I

END OF SECTION I

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 Section II

Copyright 2002 by College Entrance Examination Board. All rights reserved.

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Section II
Part A

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 Section II
Part A

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Section II
Part A

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 Section II
Part A

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Section II
Part A

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 Section II
Part A

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Section II
Part B

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 Section II
Part C

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Chapter III Answers to the 2002 AP World History Examination

Section I: Multiple Choice Scoring Guidelines, Sample Student

Section I Answer Key and Percent Responses, and Commentary
Answering Correctly Question 1
Section II: Free Response Question 2
Comments from the Chief Reader Question 3

Section I: Multiple Choice

Listed below are the correct answers to the multiple-choice questions, the percentage of AP students who answered
each question correctly by AP grade, and the total percentage answering correctly.

Section I Answer Key and Percent Answering Correctly

Total Total
Item Correct Percent Correct by Grade Percent Item Correct Percent Correct by Grade Percent
No. Answer 5 4 3 2 1 Correct No. Answer 5 4 3 2 1 Correct
1 D 94 86 73 59 43 68 36 E 89 78 68 52 31 61
2 B 85 79 68 60 46 66 37 C 64 43 29 18 16 30
3 E 89 81 72 61 44 68 38 C 74 61 50 38 31 48
4 C 85 64 47 34 34 48 39 D 78 67 55 45 32 53
5 B 53 36 24 14 11 24 40 A 93 86 77 60 42 70
6 E 92 81 66 54 36 63 41 D 76 68 61 52 36 57
7 C 83 69 59 50 43 58 42 A 51 39 31 22 17 30
8 C 75 57 40 30 27 42 43 D 63 46 32 24 21 34
9 D 99 97 94 89 76 90 44 A 84 74 62 48 30 57
10 A 95 92 88 82 75 86 45 A 77 60 47 35 27 46
11 D 69 50 38 30 24 39 46 D 95 86 70 45 25 61
12 B 76 58 45 34 25 44 47 E 73 56 40 31 20 40
13 A 68 48 34 24 19 35 48 B 82 65 45 26 17 43
14 D 91 84 76 68 56 73 49 D 61 47 29 14 8 28
15 B 90 82 74 64 49 70 50 C 62 44 33 26 21 34
16 C 86 70 52 30 18 47 51 B 83 71 56 39 25 52
17 A 96 91 88 83 72 85 52 A 82 65 44 28 16 43
18 B 86 79 67 55 37 63 53 E 44 24 13 7 5 15
19 C 99 95 86 65 35 74 54 D 80 59 36 19 10 36
20 B 90 80 67 49 31 61 55 E 29 15 11 9 8 12
21 C 85 77 65 47 30 58 56 A 86 77 63 42 23 56
22 D 80 65 51 39 29 50 57 B 72 56 39 23 12 36
23 A 95 91 82 69 49 76 58 E 82 64 49 35 27 48
24 E 91 83 77 64 44 70 59 B 80 63 47 32 18 44
25 E 90 83 76 68 55 73 60 E 72 70 60 44 26 53
26 A 86 80 69 55 39 64 61 B 89 77 63 48 32 59
27 C 92 79 64 50 39 62 62 D 82 66 45 26 15 42
28 C 61 44 32 21 18 32 63 B 48 31 23 18 16 24
29* 64 A 21 11 7 6 7 9
30 A 62 42 28 17 11 28 65 A 50 26 13 6 5 16
31 A 89 81 67 50 32 61 66 D 30 17 10 8 9 12
32 D 77 68 61 57 48 61 67 D 81 67 50 37 24 48
33 E 87 74 60 47 34 57 68 A 44 29 24 22 15 25
34 A 93 88 77 61 37 69 69 D 95 87 77 61 38 70
35 E 73 65 56 50 41 55 70 B 82 61 40 25 18 40

*Although 70 multiple-choice items were administered in Section I, item 29 was not used in scoring.

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Section II: Free Response

Comments from the Chief Reader

Kenneth R. Curtis
Professor
History Department,
California State University at Long Beach
The questions for the 2002 AP World History Exami-
nation reflect and emphasize many of the themes and
concepts found in introductory college courses in
world history. This examination is approximately three
hours and five minutes long and includes a 55-minute
multiple-choice section and a 130-minute free-response
section. Section I, the multiple-choice section, accounts
for half of the students examination grade and the free-
response section for the other half. The multiple-choice
section consists of 70 questions designed to measure
the students knowledge of world history from the
Foundations period to the present. Fourteen percent
of the multiple-choice questions are in the Foundations
period; 22 percent in the period 1000 to 1450; 22
percent in the period 1450 to 1750; 20 percent in the
period 1750 to 1914, and 22 percent in the period
1914 to the present. A number of the questions are
cross-chronological. Section II, the free-response
section, begins with a mandatory 10-minute reading
period for the document-based question (DBQ).
Students had 40 minutes to answer the DBQ. In
Part B, students are asked to answer a question that
deals with change over time (covering at least one of the
periods in the course outline); students had 40 minutes
to plan and answer this question. In Part C, students
are asked to answer a comparative question that focuses
on broad issues in world history and deals with at least
two societies; students had 40 minutes to plan and
answer this question.
Question 1Overview
The DBQ is a skills-based question requiring interpre-
tation, analysis, and synthesis. To obtain a base score of
seven, the student must construct an explicit thesis and
defend it using at least six of the seven given docu-
ments. The essay must substantively discuss change over
time in, and comparison of, attitudes toward merchants
and trade in both Islam and Christianity from their
origins to 1500, using appropriate grouping and/or
interpretation of the documents. The students are
required to demonstrate an understanding of six or
seven documents, misinterpreting no more than one. In
addition, he/she must identify point of view in at least
two documents and suggest an additional kind of
document needed to assess the consequences of these
Islamic and Christian attitudes on trade. If all of the
above were done successfully, a student could then earn
an additional one or two points to the core score of 7
for excellence in any of a number of areas. The score
range is 0 to 9.

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Scoring Guideline for Question 1 DBQ
Below is the 2002 scoring guideline used for the document-based question.

BASIC CORE

1) Has acceptable thesis. 1 Point

The thesis must be explicit and based on the documents. It must deal with BOTH a
comparison of the attitudes of Christianity and Islam and the change in the
attitudes of each over time. The thesis may appear in any location, and the
comparative and change-over-time components may be split and appear in different
places. It may not be only a simple rewording of the question.

2) Uses all or all but one of the documents. 1 Point

May misinterpret documents and still receive the point.

3) Supports thesis with appropriate evidence from documents. 1 Point

Here students must address the issue of change over time with appropriate grouping
and/or interpretation of the documents. Students need not cite the document, but
its use must be evident. The student must use the documents implicitly or explicitly
to support the arguments for change over time. The treatment of Islam and
Christianity need not be equal, but the discussion of change over time must
include both.
Some general groupings:
Early Christianity condemns trade (Documents 1, 3)
Early Islam supports trade (Document 2)
Both religions moderate their earlier positions over the period (Documents 4-7)

4) Understands the basic meaning of documents cited in the essay. 1 Point

May misinterpret the content of no more than one document in a way that leads to
an inaccurate grouping or a false conclusion.

5) Analyzes point of view or bias in at least two documents. 1 Point

Must show point of view in at least two documents by:
Relating the authors point of view to the authors religion, occupation, or time
period OR
Assessing the reliability of the source OR
Recognizing that different kinds of documents serve different purposes OR
Analyzing tone or intent of documents

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6) Analyzes and synthesizes documents by grouping them in at least one way. 1 Point
Here students must make comparisons with an appropriate grouping and/or
interpretation of the documents. Students must use the documents to support the
arguments for comparison. Treatment of Christianity and Islam need not be even,
but should be substantive.
Some comparisons are:
Similarities between Christianity and Islam
Differences between Christianity and Islam
Categories of sources (e.g., merchants, scholars)

7) Identifies one type of appropriate additional document(s). 1 Point

Students may include a specific type of document(s) or an additional perspective
(e.g., non-Muslim, non-Christian). Students must include sources or perspectives
that go beyond those already included in the documents or explain why additional
documents from sources already cited are needed.

SUBTOTAL 7 Points

EXPANDED CORE

Expands beyond basic core of 1-7 points. A student must earn 7 points in the
basic core area before earning points in the expanded core area. 0-2 Points

Examples:

Has a clear, analytical, and comprehensive thesis

Uses documents persuasively as evidence
Shows careful and insightful analysis of the documents
Analyzes point of view or bias consistently and effectively
Analyzes the documents in additional waysgroupings, comparisons, syntheses
Brings in relevant outside historical content
Identifies more than one type of appropriate additional document(s)

TOTAL 9 Points

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Question 2Overview
This question addresses the first two themes as
described in the Course Description: Impact and
interaction among major societies (trade, systems of
international exchange, war and diplomacy and the
relationship of change and continuity across the world
history periods covered in this course). This question
also presents students with an opportunity to demon-
strate that they have internalized one of the AP World
History habits of mind: Seeing global patterns over
time and space while also acquiring the ability to
connect local developments to global ones and to
move through levels of generalization from the global
to the particular.
Students needed to choose two of the specified
regions and show how the relationship of each region
to global trading patterns changed from 1750 to the
present. To do this, students had to write an explicit
thesis and support it with historical evidence that was
accurate, relevant, and connected to global context. The
essays needed to present a three-stage framework that
showed each regions relationship to global trading
patterns in 1750, change(s) between 1750 and the
present, and its present relationship to global trading
patterns. If all of the above were done successfully, a
student could then earn an additional 1-3 points to add
to the core of 6 for excellence in any of a number of
areas. The score range is 0-9.

Scoring Guideline for Question 2

Below is the 2002 scoring guideline used for question 2.

BASIC CORE

Historical skills and knowledge required to show competence:

1) Has acceptable thesis (addresses the global trade patterns 1750present). 1 Point
An acceptable thesis must be explicit, correct, and:
Is more than a simple restating of question;
Addresses change and both regions (need not actually include dates or the word
change).

The thesis may appear in any location in the essay or there may be two theses, one
for each of the two regions.

2) Addresses all parts of the question, though not necessarily evenly or thoroughly. 2 Points
(Addresses most parts of the question.) (1 Point)

Two points requires that students do ALL of the following:

Deal with two of the specified regions
Use at least a three-stage framework (1750, the middle, and the present), some
periods may be implicit
Demonstrate change in each areas relationship to global trade patterns

One point is given for doing only two of the above.

OR
Essay does the latter two very well for one region.

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3) Substantiates thesis with appropriate historical evidence. 2 Points
(Partially substantiates thesis with appropriate historical evidence.) (1 Point)

Two points requires that students do ALL of the following:

Include a total of five-six pieces of accurate historical evidence to support thesis
or argument, with appropriate evidence for each region
Analyze (indicate WHY) the change(s) described from 1750 forward for each
region occurred

One point is given if the essay does ONE of the above, OR both in ONE region.

4) Uses global, historical context effectively to show change over time and/or
continuities. 1 Point

Effectively means:
Essay shows how regional evidence connects to the global context, and how it is
sustained, within the specified time period of the question.
SUBTOTAL 6 Points

EXPANDED CORE

Historical skills and knowledge required to show excellence:

Expands beyond basic core of 1-6 points. A student must earn 6 points in the basic core area
before earning points in the expanded core area. 0-3 Points

Examples:
Analytical thesis
Ample accurate evidence is provided (more than six)
Addresses all parts of the question addressed in a way that includes continuity
Well-developed periodization for the topic
Clear chronologysome dates, adequate sequencing
More than one country discussed in a region
Balanced tone; consideration of diverse interpretations
Demonstration of genuine world historical thinking using the habits of mind,
especially seeing global patterns over time and space and connecting local to global
developments
How and why changes happened documented
Inclusion of unique sources of information, evidence
Links to AP themes such as social and gender structures, technological impact,
and interaction
Recognition that globalization is not only a 20th /21st century phenomenon
Broad regional generalizations supported by specific country/empire examples

TOTAL 9 Points

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Question 3Overview
This essay requires students to develop the ability to
compare within and among societies, including com-
paring societies reactions to global processes. This
question focuses on developments in two societies
interacting with each other and to major global forces
outside their societies.
The intent of the question was to invite students
to examine the differing ways in which the people of
China and Japan responded to western intrusion during
the nineteenth century. To do so satisfactorily, students
had to state an explicit thesis, address four of the five
parts of the question, provide at least two examples each
of relevant evidence from China and Japan in support
of the thesis, and make at least one direct comparison
between the Chinese and Japanese responses in order to
achieve the core score of 6. If all of the above were done
successfully, a student could then earn an additional 1-3
points to the core score of 6 for excellence in any of a
number of areas. The score range is 0-9.

Scoring Guideline for Question 3

Below is the 2002 scoring guideline used for question 3.

BASIC CORE

Historical skills and knowledge required to show competence:

1) Has acceptable thesis. 1 Point

The thesis must be explicit but may appear in any location. The thesis must accurately
compare Chinese and Japanese responses to western penetration, ca. 1800-1914.

2) Addresses all parts of the question, though not necessarily evenly or thoroughly. 2 Points
(Addresses most parts of question.) (1 Point)

Two points requires that students address FOUR of the following:

(One point requires that students address THREE of the following:)
Western penetration
Chinese responses to the West
Japanese responses the West
Comparison of Chinese and Japanese responses
Analysis/explanation of why the West was able to penetrate China and Japan
and/or why the Chinese and Japanese responses differed

3) Substantiates thesis with appropriate historical evidence. 2 Points

(Partially substantiates thesis with appropriate historical evidence.) (1 Point)

Two points: Minimum of two relevant examples each from China and Japan

One point: Minimum of one relevant example each from China and Japan

4) Makes at least one relevant and substantiated direct comparison between the
Chinese and Japanese responses. 1 Point

SUBTOTAL 6 Points

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 EXPANDED CORE

Expands beyond basic core of 1-6 points. A student must earn 6 points in the basic core
area before earning points in the expanded core area. 0-3 Points

Examples:
The essay has an exceptionally strong thesis (clear, analytical, and comprehensive)
that contrasts the responses of China and Japan to Western penetration in the
nineteenth century.
The essay thoroughly addresses all parts of the question.
The essay provides more than two examples of historical evidence for either China
or Japan to substantiate the thesis.
The student demonstrates the ability to relate comparisons to the larger global
context (e.g., emergence of Western hegemony in nineteenth century).
The essay shows similarities as well as differences in the Chinese and Japanese
responses to Western penetration (breakdown of policies of isolation in both;
popular uprisings in both).
The essay goes beyond comparisons to thoroughly analyze by explaining and
providing reasons for why China and Japan responded differently to Western
penetration (the stronger tradition of cross-cultural borrowing in Japan; the greater
political fluidity in semi-feudal Japan of the late Tokugawa period as opposed to the
continued strength of centralized rule in the late Qing).

TOTAL 9 Points

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