AP World History Modern

Reporting 0 points
Category

Row D
(continued)

Decis

AP World History: Modern Course and Exam Description

Scoring Criteria

Complexity

1 point
Demonstrates a complex understanding of the historical development that is the
focus of the prompt, using evidence to corroborate, qualify, or modify an argument
that addresses the question

sion Rules and Scoring Notes

Responses that earn this point:
May demonstrate a complex understanding in a variety of ways, such as:
• Explaining nuance of an issue by analyzing multiple variables
• Explaining both similarity and difference, or explaining both continuity and change,

or explaining multiple causes, or explaining both causes and effects
• Explaining relevant and insightful connections within and across periods
• Confirming the validity of an argument by corroborating multiple perspectives

across themes
• Qualifying or modifying an argument by considering diverse or alternative views or

evidence

Demonstrating complex understanding might include any of the following, if
appropriate elaboration is provided:
• Analyzing multiple variables, such as the different effects of wartime experiences

on the relationship between Europeans and colonized peoples. For example, an
argument that the war both fostered and eroded colonial soldiers’ loyalty and
patriotism for their colonial empires, as the early enthusiasm for the war gave
way to disillusionment and the realization that their sacrifices have been in vain.
(Explains nuance)
• Analyzing multiple variables by arguing that wartime experiences sometimes
challenged Europeans’ sense of cultural superiority over Africans and Asians and
sometimes reinforced these prejudices. (Explains nuance)
• Explaining how some colonial leaders hoped that the wartime contributions
of African and Asian troops would convince colonial powers to grant broader
autonomy to the colonies and, when these hopes failed to materialize, Africans
and Asians increasingly turned to nationalism. (Explains relevant and insightful
connections)
• Explaining how the war transformed European culture by leading Europeans (much
as it did Africans and Asians) to question the accepted social and cultural norms.
(Explains relevant and insightful connections)

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Reporting
Category

Row D
(continued)

Additional Notes:
• This demonstration of complex understanding must be part of

AP World History: Modern Course and Exam Description

Scoring Criteria
Complexity

• Explaining relevant and insightful connections across periods, such as explaining
how wars sometimes prove to be important political or cultural turning points. For
example, the effects on the Napoleonic Wars on Latin American independence
movements. (Explains relevant and insightful connections)

• Corroborating multiple perspectives, such as explaining how different documents
corroborate an argument in spite of the differing perspectives of the authors.
(Corroborates, qualifies or modifies an argument by considering diverse or
alternative views or evidence)

f the argument, not merely a phrase or reference.

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Document Summaries

Document Summary of Content Explains the
examples suc
1. John • Criticizes the duplicity of the British who,
Chilembwe, letter Chilembwe argues, have maintained that • Within mo
to Nyasaland Africans cannot be the equal to Europeans in (situation)
Times (1914) peacetime but are now calling for Africans to
share equally in the hardships and sacrifices • The autho
2. Kalyan Mukerji, of war the narrati
letter from the the civilize
Iraq Front (1915) • Denounces patriotism and nationalism, which Africans sh
the author blames for the bloodshed of the
3. French war. Argues that Indian youth have turned to • Because th
postcard of political violence because they have been objection
colonial troops in taught the politics of patriotism by Britain the issue o
France (1915)
• The postcard shows three Black French • The British
4. Behari Lal, letter colonial troops sitting in a bench in a French against the
from the Western town with two French civilians. Both the
Front (1917) soldiers and the civilians are smiling and • Because it
appear comfortable together feelings ab
read by ce
• Narrates the author’s experience being
transported together with British troops in a • Whether th
truck; the British troops would not sleep next to print as
to him because he was Indian. The author experience
claims that a German prisoner would not have
been any worse, and expresses regret that • The postc
the war is exacerbating the “hatred” between the Weste
Europeans and Indians counters t
propagand

• Written on
no gain wo

• The autho
more on h
and is bein

AP World History: Modern Course and Exam Description

relevance of point of view, purpose, situation, and/or audience by elaborating on
ch as:
onths of the outbreak of the war, the British have already begun recruiting African troops

or, an educated African (as evidenced by his being an ordained minister) is well aware of
ives used to justify imperialism (for example the claim that “Africa had nothing to do with
ed world” and turns these narratives around to point out the duplicity of British calls that
hare equally in the hardships of war (POV)
he letter is addressed to British settlers and colonial authorities in Nyasaland it states its
in a relatively mild and measured way; nonetheless, the authorities ended up destroying
of the newspaper in which the letter was published (audience)
h used the colonial Indian army extensively on the Mesopotamian front in present-day Iraq,
e Ottoman Empire (situation)
t is a private, front-line letter to a friend in India, the letter likely describes the author’s real
bout the war (audience). Alternatively, an essay may argue that the author knew all mail was
ensors, so he used the letter to convey his protest to the authorities
he photo was candid or staged, the fact that it was selected by the French government
s a postcard suggests that it presents an idealized version of colonial troops wartime
es (purpose/POV)
card is a response to German propaganda claiming that by deploying colonial troops on
ern Front, the French (and the British) were turning Europe over to “savages.” The postcard
that by suggesting that the real savages were the Germans - a common claim of French
da during the war (situation)
n the Western Front at a point in the war when it was clear that trench warfare with little or
ould continue for a long time (situation)
or’s cautious analysis of the reasons for the increased “hatred” and his mention that he has
his mind than he is letting on indicate that he knows his letter will be read by the censors
ng extra careful in what he says or does not say (audience/purpose)

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Document Summary of Content Explains the
examples suc
5. Egyptian • Addressing the British in general and General
protest song Maxwell in particular, the song recalls • Colonies’ d
(1919) the contribution of Egyptian “laborers” to colonial ru
British the wartime effort in the Dardanelles
6. Hubert Reid, campaign. The song claims that Egyptians • The song’s
petition to are resilient and are “sons of Pharaohs” and Egypt’s pa
British colonial highlights the Egyptians’ determination to
authorities in “gain a constitution” • Post-war v
Jamaica (1935) troops (sit
• Claims that the “worthless lands” that
Jamaican war veterans had received from • Since the p
the British colonial government after years of likely portr
protests are worthless because of their poor
location, lack of infrastructure, and lack of • The autho
government financial support for veterans likely to ha
not just his
7. Nar Diouf, • Recounts the author’s experiences in West
interview Africa after he had served in the French • Interview f
recalling post-war Army during the war. The author argues have affec
experiences in his social standing was increased because
West Africa (1982) of his wartime service and decorations. • The interv
Other people in his village would ask him highlights
to represent them in their dealings with the speaks fro
French. The author narrates an episode vantage po
in which he used the respect his service
commanded to confront a French man being
abusive to a blind African boy

AP World History: Modern Course and Exam Description

relevance of point of view, purpose, situation, and/or audience by elaborating on
ch as:
dashed hopes of independence/autonomy in the aftermath of the war; resistance to
ule after the war (situation)
s seeks to rally ordinary Egyptians behind the cause of resisting the British by referring to
ast glory under the Pharaohs and praising the Egyptian national character (audience)

veterans’ rights movements; unkept promises made by the colonial authorities to former
tuation)
purpose is to convince the Jamaica colonial authorities to expand veteran aid, the letter
rays veterans’ fortunes as worse than they actually were (purpose)
or is not only a veteran himself, but also a leader of a veterans’ labor union, therefore he is
ave a good grasp on the problems faced by Jamaican war veterans on the “macro” level -
s own (POV)
for an oral history project, many decades after the end of the war; the elapsed time may
cted the accuracy of the memories (situation)
viewee speaks from the point of view of someone important in his community and
the importance of his experience in the war in enhancing his social standing; he also
om the vantage point of the 1980s, so he sees his experiences under colonialism from the
oint of post-colonial Africa (POV)

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Long Essay Question

2. In the nineteenth century, various political and social groups in industrial societies called for reforms.
Develop an argument that evaluates the extent to which reform movements in the nineteenth century succeeded in
bringing about political or social change in industrial society.

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) to frame or structure an argument that
addresses the prompt.
§§ Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

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General Scoring Notes

• Except where otherwise noted, each point of these rubrics
a point for evidence without earning a point for thesis/claim

• Accuracy: The components of these rubrics require that s
knowledge. Given the timed nature of the exam, essays ma
as long as the historical content used to advance the argu

• Clarity: Exam essays should be considered first drafts and
be counted against a student unless they obscure the suc
reasoning processes described below.

AP World History: Modern Course and Exam Description

s is earned independently; for example, a student could earn
m.
students demonstrate historically defensible content
ay contain errors that do not detract from their overall quality,
ument is accurate.
d thus may contain grammatical errors. Those errors will not
ccessful demonstration of the content knowledge, skills, and

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Scoring Guidelines for Long Essay Question

Learning Objectives:  Unit 5, Learning Objective D Unit 5, Learning Objective E Uni

Unit 5, Learning Objective I Unit 5, Learning Objective J Unit

Reporting 0 points 1 poin
Category Respo

Row A Responses that do not earn this point: Decis
Thesis/Claim • The intended thesis or claim is not historically defensible
(0-1 points) Respo
• The intended thesis or claim only restates or rephrases • Th
6.A the prompt
ref
• The intended thesis or claim does not respond to the the
prompt for

• The intended thesis or claim offers no indication of a line
of reasoning

• The intended thesis or claim is overgeneralized

Examples that do not earn this point: Exam

Do not focus on the topic of the prompt, and offers no Estab
specific line of reasoning • “N
• “Industrial societies in Europe experienced political
ch
revolutions and violence during the nineteenth century”
Estab
Do not establish a line of reasoning, although the • “Re
claim is historically defensible
• “Nineteenth-century reform movements were successful ch
the
in bringing about social change in industrial societies” did

Restate the prompt or are overgeneralized Estab
• “Reform movements brought about change socially, • “Re

politically and economically” ch

Estab
• “In

ab

Additional Notes:
• The thesis or claim must consist of one or more sentences located

or last paragraphs).
• The thesis or claim must identify a relevant development(s) in the p

AP World History: Modern Course and Exam Description

6 points

it 5, Learning Objective F Unit 5, Learning Objective G Unit 5, Learning Objective H
t 5, Learning Objective K

Scoring Criteria

nt
onds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning

sion Rules and Scoring Notes

onses that earn this point:
he response must provide a historically defensible thesis or claim about the extent to which
form movements succeeded in bringing about political or social change in industrial society in
e nineteenth century. The thesis or claim must either provide some indication of the reasoning
r making that claim OR by establishing analytic categories of the argument

mples that earn this point:
blish a line of reasoning that evaluates the topic of the prompt
Nineteenth-century reform movements were somewhat successful in bringing about political
hange in industrial societies because more people received the right to vote”
blish a line of reasoning that evaluates the topic of the prompt with analytic categories
eform movements in the nineteenth century had only limited success in bringing about political
hange in industrial societies because governments were able to demonize reformers and coopt
eir agendas by enacting minor political changes that satisfied the majority of the population but
d not fully address the complaints of reformers”
blish a line of reasoning that evaluates the topic of the prompt
eform movements in the nineteenth century had only limited success in bringing about political
hange in industrial societies because of opposition from conservatives and the bourgeoisie”
blish a line of reasoning
n the nineteenth century, reform movements brought about social change because they were
ble to convince governments to change labor laws.” (Minimally acceptable thesis/claim)

d in one place, either in the introduction or the conclusion (which may not be limited to the first

period, although it is not required to encompass the entire period.

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Reporting
Category

Row B 0 points
Contextualization
Decis
(0-1 points) Responses that do not earn this point:
• Provide an overgeneralized statement about the time period re
4.A
in the prompt
• Provide context that is not relevant to the prompt
• Provide a passing phase or reference

Example of unacceptable contextualization that does not
earn this point:

Has no clear relevance to the topic of the prompt
• “European transnational companies often supported the estab

of colonies in Africa in the hopes of extracting natural resource
factories in Europe”

Additional Notes:
• The response must relate the topic of the prompt to broader his

the time frame of the question.
• To earn this point, the context provided must be more than a ph

AP World History: Modern Course and Exam Description

Scoring Criteria

1 point
Describes a broader historical context relevant to the prompt

sion Rules and Scoring Notes

eferenced Responses that earn this point:
• Must accurately describe a context relevant to reform movements or

industrial society in the nineteenth century

blishment Examples of relevant context that earn this point include the following, if
es for appropriate elaboration is provided:
• The development of industrial technologies
• The spread of industrialization from Great Britain to other regions, such

as northern Europe, the United States, Russia, or Japan
• The development of new social classes in industrial societies
• The development of social and economic philosophies, such as laissez-

faire capitalism and socialism
• The development of various social reform movements in industrial

societies, such as the women’s suffrage movement and the labor rights’
movement
• The development of economic and social ideologies in response to the
abuses of industrialization and capitalism, including various forms of
socialism and communism
• The increased specialization of labor through the factory system
• Increased urbanization in industrial societies
• The second industrial revolution

Example of acceptable contextualization:
• “Advances in agriculture in Europe allowed for an increase in

mechanization in the manufacturing of goods. This industrial revolution
spread across Europe and to North America and led to challenges to
traditional social and political structures”

storical events, developments, or processes that occur before, during, or continue after
hrase or reference.

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Reporting 0 points 1 point
Category
Responses that do not earn points: Provides specific e
Row C • Identify a single piece of evidence topic of the promp
Evidence • Provide evidence that is not relevant to the topic
(0-2 points) Decisio
of the prompt
1.A • Provide evidence that is outside the time period Responses that e
5.B • Must identify at
6.B or region specified in the prompt
• Repeat information that is specified in the prompt relevant to refo
the nineteenth

Example of a statement that does not earn any Examples of evid
points for evidence: include the follow
• The British gov
Does not provide specific information beyond
what is provided in the prompt in 1867
• “Many reform movements demanded political or
• The role of labo
social changes in industrial societies during the communists, an
nineteenth century” 1871

• The establishm
Prussia under O

• The passage of
during the early

• Socialists and l
of minimum wa

• Labor rights mo
limit working ho

Example of a sta
evidence
• “The Chartist m

largely from the
class people fe
factories and th
government to
the same motiv
of labor unions

Additional Notes:
• Typically, statements credited as evidence will be more specific than st
• If a response has a multipart argument it can meet the threshold of two

for a different part of the argument, but the total number of examples m

(For example, labor abuses in industrial factories encouraged some wom
women with more economic power in their households, which encourag

AP World History: Modern Course and Exam Description

Scoring Criteria 2 points
Supports an argument in response to the prompt
examples of evidence relevant to the using specific and relevant examples of evidence
pt
on Rules and Scoring Notes Responses that earn 2 points:
earn 1 point: • Must use at least two specific historical
t least two specific historical examples
orm movements or industrial society in evidence examples to support an argument
regarding how reform movements brought
century about political or social change in industrial
society in the nineteenth century

dence that are specific and relevant Examples that successfully support an
wing (2 examples required):
vernment extending suffrage to all males argument with evidence:
• “During the nineteenth century, most
or unions, socialists, anarchists,
nd feminists in the Paris Commune of governments of industrial societies successfully
resisted adopting most of the demands of
ment of a social security system in political and social reform movements. For
Otto von Bismarck example, the British government adopted very few
f child labor reform laws in Great Britain of the Chartist demands, such as annual elections
y nineteenth century for Parliament, and minimum wage and eight-hour
labor unions demanding the enactment work day laws were only enacted in the twentieth
age and eight-hour workday Laws century in most industrialized states.” (Uses
ovements, such as unions, proposing to multiple, specific pieces of evidence to support
ours and increase wages the argument that governments resisted reform)
atement that earns 1 point for
• “Women’s suffragists were a force for change
movement emerged in Great Britain as they argued for greater political rights in
e frustration that many working- part because of their increased economic
elt about poor working conditions in importance in industrial factories. While
he unwillingness of the owners and the suffrage was not immediately achieved, through
address these problems. These were years of effort, women did receive additional
vations that influenced the development rights, eventually including the right to vote,
s” representing a significant political and social
change both.” (Uses evidence to support
the argument that reforms were successful in
achieving social and political change)

tatements credited as contextualization.

o pieces of evidence by giving one example for one part of the argument and another example
must still be at least two.

men to become more involved in political reform movements; industrialization provided some
ged some to advocate for greater political rights).

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Reporting 0 points 1 point
Category
Uses historical reasoning (e.g. compar
Row D causation, continuity and change) to fr
structure an argument that addresses
Analysis
and Decision

Reasoning Responses that earn 1 point:
• Must demonstrate the use of histo
(0-2 points)
reasoning to explain how reform m
5.B Responses that do not earn brought about political or social ch
industrial society in the nineteenth
6.C points: although the reasoning may be une
6.D • May include evidence but offer or imbalanced

no reasoning to connect the
evidence to an argument

• May assert the use of historical
reasoning but do not use it to
frame or structure an argument

Example of unacceptable use Using a historical thinking skill to f
of historical reasoning: structure an argument could inclu
• Explaining how the changes to eco
Provides evidence but offers
no reasoning to connect the production that industrialization int
evidence to an argument to reform movements
• “Various groups in different
• Explaining how the political deman
parts of the world in this time movements contributed to the exp
called for reform. They wanted suffrage in some European states
rights and better hours and
working conditions” • Comparing how different or similar
to the success or failure of reform
in different industrial societies

Example of acceptable use of histo
reasoning:
• “Widespread reform movements, m

began in Britain and were later expe
in other areas of the world, were ef
enough that they sparked addition
movements and eventual action on
of the government to result in a num
improvements in workdays, condit
protections for laborers.” (Indicates
result of the reform movements.)

Additional Notes:
• This demonstration of complex understanding must be part of the argume

AP World History: Modern Course and Exam Description

Scoring Criteria

rison, 2 points
rame or
s the prompt Demonstrates a complex understanding of the historical development that is
the focus of the prompt, using evidence to corroborate, qualify, or modify an
argument that addresses the question

n Rules and Scoring Notes

orical Responses that earn 2 points:
movements
hange in May demonstrate a complex understanding in a variety of ways, such as:
h century, • Explaining nuance of an issue by analyzing multiple variables
• Explaining both similarity and difference, or explaining both continuity
even, limited
and change, or explaining multiple causes, or explaining both causes and
effects
• Explaining relevant and insightful connections within and across periods
• Confirming the validity of an argument by corroborating multiple
perspectives across themes
• Qualifying or modifying an argument by considering diverse or alternative
views or evidence

frame or Demonstrating complex understanding might include any of the
ude: following, if appropriate elaboration is provided:
onomic • Explaining that nineteenth-century reform movements sometimes

troduced led struggled to bring about political change in industrial societies because their
membership frequently consisted of numerous factions that had competing
nds of reform objectives and advocated for different methods of protest. (Explains nuance,
pansion of considers both causes and effects, and qualifies an argument)

r factors led • Claiming that reform movements were successful in bringing about social or
movements political changes in nineteenth-century industrial societies but acknowledging
that many of the reforms that were implemented did not go nearly as far as the
orical reform movements wanted. (Modifies an argument)

many of which • Illustrating that some social or political reforms in industrial societies during
erienced the nineteenth century were enacted partly because they had gained support
ffective from centrist politicians and even laissez-faire economists, such as John
nal reform Stuart Mill. (Qualifies an argument)
n the part
mber of • Demonstrating how one factor, such as the growth of labor unions, led to the
tions, and adoption of labor reform laws in different places for different reasons and
s change as a includes a discussion of labor unions as both a causative factor and an effect.
(Corroborates an argument, considers both causes and effects)

ent, not merely a phrase or reference.

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AP WORLD HISTORY

Appendix



AP WORLD HISTORY

Appendix:
AP World History
Concept Outline

A concept outline for AP World History: Modern, which presents the course
content organized by key concept, can be found online.
The coding that appears throughout the unit guides in this course and exam
description corresponds to the organization of course content found in this outline.
Teachers who would like to print and add a copy of the outline to their course and
exam description binder can find the AP World History: Modern Concept Outline
on AP Central.

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