Exam preparation materials

STEP 2

Determine Your Test Readiness

CHAPTER 3 Take a Diagnostic Exam

CHAPTER 3

Take a Diagnostic Exam

IN THIS CHAPTER

Summary: In the following pages you will find a diagnostic exam that is modeled after the actual AP exam. It is intended to give you an idea of your level of preparation in world history. After you have completed both the multiple-choice and the essay questions, check your multiple-choice answers against the given answers and read over the comments to the possible solutions to the free-response questions.

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Key Ideas

Practice the kind of multiple-choice and free-response questions you will be asked on the real exam.

Answer questions that approximate the coverage of periods and themes on the real exam.

Check your work against the given answers and the possible solutions to the free-response questions.

Determine your areas of strength and weakness.

Earmark the concepts to which you must give special attention.

WORLD HISTORY DIAGNOSTIC TEST

Answer Sheet

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AP WORLD HISTORY DIAGNOSTIC TEST

Section I

Time: 1 hour, 45 minutes

PART A: MULTIPLE-CHOICE QUESTIONS

Recommended Time for Part A: 55 Minutes

Directions: Each of the questions below is followed by four answer choices. Select the answer choice that best answers the question and fill in your choice on the answer sheet supplied.

Questions 1 to 3 refer to the image below, a frieze of a Buddhist couple around a stupa with Corinthian columns on either side, India, c. 1st century CE.

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1 . What historical process is best illustrated by this frieze?

(A) The diffusion of cultural ideas and patterns through military conquest

(B) The significance of trade in the weakening of class systems

(D) The spread of religion as a result of trade

2 . The combination of Greek culture and eastern political forms shown in this frieze is illustrative of which of the following periods?

(A) Punic

(B) Justinian

(D) Hellenistic

3 . The adoption of conquered people’s ideas, institutions, and traditions by ruling groups is best characterized by which of the following rulers?

(A) Mohandas Gandhi

(B) Caesar Augustus

(D) Chinggis Khan

Questions 4 to 7 refer to the passages below.

At the peak of their power, the domains of the Mongol khans, or rulers, made up a vast realm in which once-hostile peoples lived together in peace and virtually all religions were tolerated. . . . The law code first promulgated by Chinggis Khan ordered human interaction. The result was an important new stage in international contact. From eastern Europe to southern China, merchants and travelers could move across the well-policed Mongol domains without fear for their lives or property. The great swath of Mongol territory that covered or connected most of Europe, Asia, and the Middle East served as a bridge between the civilizations of the Eastern Hemisphere. The caravans and embassies that crossed the Mongol lands transmitted new food, inventions, and ideas from one civilized pool to others and from civilized pools to the nomadic peoples who served as intermediaries. Secure trade routes made for prosperous merchants and wealthy, cosmopolitan cities. They also facilitated the spread of foods [and] inventions . . . a major force for economic and social development and the enhancement of civilized life.

—Robert Guisepi, 1992

4 . The legacies or adaptations of legacies from the Mongol empire are varied. Most notably, they include which of the following selections?

(A) Public libraries

(B) Universal health care

(D) Religious tolerance

5 . The Mongol empire used which of the following to integrate its vast, geographically diverse area?

(A) Emphasis on trade networks

(B) Expansion of bureaucracy to reinforce dominance

(D) Expansion of an interregional canal system

6 . Which of the following was a long-term consequence of the Mongol conquest of Russia in the 1200s?

(A) Russia was excluded from Western European developments (like the Renaissance).

(B) Russia benefited by becoming the administrative center of Mongol political activity.

(D) Russia developed a centralized bureaucracy.

7 . Which statement most accurately compares the Mongol (post-classical) empire with the Persian (classical) empire?

(A) Both the Mongols and the Persians allowed conquered peoples to maintain their local traditions and cultures.

(B) The Mongols invested in building large-scale monuments, whereas the Persians focused on public works.

(D) The Mongols created a new syncretic belief system, but the Persians maintained a traditional monotheistic religion.

Questions 8 to 11 refer to the following passage.

Yi Yin sacrificed to the former king, and presented the heir-king reverently before the shrine of his grandfather. . . . Yi Yin then clearly described the virtue of the Meritorious Ancestor for the instruction of the young king.

“Oh! of old the former kings of Xia cultivated earnestly their virtue, and then there were no calamities from Heaven. The spirits of the hills and rivers were all in tranquility; and the birds and beasts enjoyed their existence according to their nature. But their descendant did not follow their example, and Heaven sent down calamities, using our ruler, who possessed of its favor. The attack on Xia may be traced to the orgies in Ming Tiao. . . . Our king of Shang brilliantly displayed his sagely prowess; for oppression he substituted his generous gentleness. Now your Majesty is entering on the inheritance of his virtue; all depends on how you commence your reign.

“Oh! the former king began with careful attention to the bonds that hold men together. . . . Revere these warnings in your person. . . . The ways of Heaven are not invariable: on the good-doer it sends down all blessings, and on the evil-doer it sends down all miseries. If you not be virtuous, be it in large things or in small, it will bring the ruin of your ancestral temple.”

—Excerpted and adapted from the Shu Jing, 6th century BCE, China

8 . Which of the following best supports the importance of ancestor worship in China during the period 600 BCE to 600 CE?

(A) “Former kings of Xia cultivated earnestly their virtue, and then there were no calamities from Heaven.”

(B) “It will bring the ruin of your ancestral temple.”

(D) “The former king began with careful attention to the bonds that hold men together.”

9 . Which phrase can be seen as a statement of the roots of Daoist beliefs?

(A) “Our king of Shang brilliantly displayed his sagely prowess.”

(B) “The former king began with careful attention to the bonds that hold men together.”

(D) “The ways of Heaven are not invariable: on the good-doer it sends down all blessings.”

10 . What does the phrase below tell us about the ruler?

“Heaven sent down calamities, using our ruler, who possessed of its favor.”

(A) He had the Mandate of Heaven.

(B) He was an absolute monarch.

(D) He was killed as a result of natural disasters.

11 . Based on the passage, which of the following statements correctly describes politics in China during the period 600 BCE to 600 CE?

(A) Reverence for nature leads to tranquility and peaceful transitions of power.

(B) A ruler’s public actions were considered an extension of his private behavior.

(D) The emperor’s ministers were expected to support all of his policies unconditionally.

Questions 12 to 14 refer to the graph below.

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12 . Which best accounts for the change in the Native American population shown in the graph above?

(A) Widespread warfare among the Aztecs and neighboring tribes

(B) Famine due to poor agricultural practices such as slash-and-burn agriculture

(D) The introduction of slavery into Mexico

13 . In the 16th century, Europeans were able to conquer and control large numbers of natives in Mexico using which of the following methods?

(A) Enslaving them

(B) Placing them on reservations

(D) Using superior technologies

14 . Both the encomienda system in colonial Mexico and the manorial system in medieval Europe depended on which of the following ingredients?

(A) Support from the Catholic Church

(B) Coercive labor

(D) A decentralized government

Questions 15 to 17 refer to the passage below.

“Purusa-Sukta”

Purusa is the lord of the immortals, who grow by means of [ritual] food. When the gods performed a sacrifice with the offering Purusa, spring was its clarified butter, summer the kindling, autumn the oblation.

It was Purusa, born in the beginning, which they sprinkled on the sacred grass as a sacrifice. It made the beasts of the air, the forest and the village. From that sacrifice completely offered, the mantras [Rig Veda] and the songs [Samaveda] were born. The sacrificial formulae [Yajurveda] were born from it. From it the horses were born and all that have cutting teeth in both jaws. The cows were born from it, also. From it were born goats and sheep.

When they divided Purusa, how many ways did they apportion him? What was his mouth? What were his arms? What were his thighs, his feet declared to be? His mouth was the Brahman, his arms were the Rajanaya [Ksatriya], his thighs the Vaisya; from his feet the Sudra was born. Thus, they fashioned the worlds. The gods sacrificed with the sacrifice to the sacrifice. These were the first rites.

—Hymns excerpted and adapted from the Rig Veda, oldest surviving literary work, India, 1500–1000 BCE

15 . Which element of the Hindu religion can this passage be used to explain?

(A) The only requirement for salvation being faith

(B) The importance of environmental stewardship

(D) The emphasis on karma, or right actions, to achieve enlightenment

16 . Which of the following statements is supported by the information in the passage above?

(A) The caste system was a purely social construct that reflected its time period.

(B) The caste system was encouraged by regional princes to reinforce social stability.

(D) The caste system was integral to the Hindu religion, transcending historical eras.

17 . Which of the following would best contradict the argument that the caste system imposed rigid economic and social roles on Indian society in the period 600 BCE to 600 CE?

(A) “For there is nothing better for a Kshatriya than a righteous battle.”

(B) “The four divisions of human society are created by me [Krishna].”

(D) The Hindu God Shiva is considered to be simultaneously the creator, the preserver, and the destroyer.

Questions 18 to 20 refer to the passage below.

I have, in conformity without resolve, put together some few points concerning the reformation of the Christian estate, with the intent of placing the same before the Christian nobility of the German nation. . . . It is not out of mere arrogance and perversity that I, an individual poor man, have taken upon me to address your lordships. The distress and misery that oppress all the Christian estates, more especially in Germany, have led not only myself, but every one else, to cry aloud and to ask for help. . . . These Romanists have, with great adroitness, drawn three walls around themselves, with which they have hitherto protected themselves, so that no one could reform them, whereby all Christendom has fallen terribly. . . . That the Temporal Power Has no Jurisdiction over the Spirituality . . . That No One May Interpret the Scriptures but the Pope . . . That No One May Call a Council but the Pope. . . . Let us now consider the matters which should be treated in the councils, and with which popes, cardinals, bishops, and all learned men should occupy themselves day and night. . . . It is a distressing and terrible thing to see that the head of Christendom, who boasts of being the vicar of Christ and the successor of St. Peter, lives in a worldly pomp that no king or emperor can equal. What is the use in Christendom of the people called “cardinals”? I will tell you. In Italy and Germany there are many rich convents, endowments, fiefs, and benefices, and as the best way of getting these into the hands of Rome, they created cardinals, and gave them the sees, convents, and prelacies, and thus destroyed the service of God.

—Martin Luther, Address to the Christian Nobility of the German Nation

18 . In his letter, Martin Luther avoided speaking about which of the following topics?

(A) The wealth of the church

(B) The power of the clergy

(D) The political nature of the church

19 . Which of the following reformers expressed views similar to those expressed by Martin Luther in his letter above?

(A) Ulrich Zwingli

(B) Sir Thomas More

(D) John Wycliffe

20 . In response to the criticisms raised by Martin Luther and other Protestant reformers, the Roman Catholic Church made which of the following moves at the Council of Trent?

(A) It accepted the doctrine of predestination.

(B) It rejected saints as intermediaries.

(D) It rejected salvation based on faith alone.

Questions 21 to 23 refer to the map below, depicting the “Scramble for Africa” that was codified at the Berlin Conference of 1884–1885.

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21 . The political boundaries shown on the map of Africa reflect which of the following white European beliefs?

(A) Self-determination

(B) Manifest destiny

(D) Racial hierarchies

22 . What has changed since this map was drawn?

(A) Political borders have reverted to their traditional ethnic boundaries.

(B) Western economic interests have withdrawn from African affairs.

(D) African states have gained independence, but arbitrary colonial borders have persisted, resulting in ethnic violence.

23 . Which of the following is a direct legacy of the African colonial experience?

(A) A lack of economic infrastructures

(B) A Pan-African movement

(D) Incorporation into world market systems

Questions 24 to 27 refer to the passage below.

The city of Ghana consists of two towns. One is inhabited by Muslims and has twelve mosques, salaried imams and muezzins, and jurists and scholars. In the environs are wells with sweet water, from which they drink and with which they grow vegetables. . . . The king’s interpreters, the official in charge of his treasury and the majority of his ministers are Muslims. Only royalty may wear sewn clothes. All other people wear robes of cotton, silk, or brocade, according to their means. . . . The king adorns himself like a woman, wearing necklaces round his neck and bracelets on his forearms. . . . He sits . . . in a domed pavilion around which stand ten horses. When people who profess the same religion as the king approach him they fall on their knees and sprinkle dust on their heads, for this is their way of greeting him. As for the Muslims, they greet him only by clapping their hands. [The people’s] religion is paganism and the worship of idols. . . . On every donkey-load of salt when it is brought into the country their king levies one golden dinar, and two dinars when it is sent out. From a load of copper the king’s due is five mithqals, and from a load of other goods ten mithqals. . . . The nuggets found in all the mines of his country are reserved for the king, only this gold dust being left for the people. But for this the people would accumulate gold until it lost its value. Beyond this country lies another called Malal, the king of which was sincerely attached to Islam, while the common people of his kingdom remained polytheists. Since then their rulers have been given the title of al-musulmani .

—The Book of Routes and Realms , by Abu Ubaydallah al-Bakri, eleventh-century Muslim historian and geographer

24 . According to the passage, which statement below correctly describes the economy of Ghana?

(A) The king of Ghana’s subjects are engaged in salt mining.

(B) The Ghanians raised cattle for meat and hides.

(D) The Ghanians had a self-sufficient farming economy.

25 . What evidence is there in the passage that Ghanians were engaged, directly or indirectly, in trade with Asia?

(A) They kept horses in their court, which would have come from the Mongols.

(B) The Ghanian king had adopted the Chinese tradition of the kow-tow .

(D) The people in his court wore silk robes.

26 . What is the most likely explanation for a Muslim being in charge of the Ghanian treasury?

(A) To facilitate trade with the predominantly Muslim merchants during this era.

(B) The king of Ghana had recently become a Muslim.

(D) African kings were merely vassals of the Muslim caliphs.

27 . Based on the excerpt, which of the following statements correctly describes Islam’s influence in Africa during this time period?

(A) Imams and muezzins ensured that all Africans adhered to Islamic law.

(B) Some elites converted to Islam, but lower classes kept their traditional beliefs.

(D) African kings required Muslims to conform to pagan customs at court.

Questions 28 to 32 refer to the map below.

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28 . According to the map, the earliest Atlantic exploration voyages originated in

(A) Spain.

(B) Portugal.

(D) Scandinavia.

29 . Which historical facts can be explained by the information on this map?

(A) Eventually, the Dutch controlled the spice trade.

(B) Brazilians today speak Portuguese.

(D) There is a strong Scandinavian community in North America.

30 . Zheng He engaged in oceanic exploration for China as early as 1405, well before the Europeans, yet 1450 is frequently used to mark the beginning of this era. Which statement below best explains using the later date?

(A) Zheng He failed to contact other cultures, so he is widely viewed as a failure.

(B) European influence is the most significant, so beginning with the European voyages makes sense.

(D) The era is characterized by colonization, and the islands off the East African coast were colonized in 1450.

31 . Which part of the world had previously been omitted from trans-regional trade networks?

(A) Southeast Asia

(B) Africa

(D) The Americas

32 . Which historical phenomenon resulted from the events depicted on the map?

(A) Mercantilism

(B) Nationalism

(D) Communism

Questions 33 to 36 refer to the passages below. Both authors were speaking of the French Revolution.

It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal . . . that things in general were settled for ever.

—A Tale of Two Cities , by Charles Dickens

Bliss was it in that dawn to be alive. But to be young was very heaven.

—The Prelude , by William Wordsworth

33 . Dickens’s and Wordsworth’s differing views about the French Revolution can be described, respectively, by which of the following adjectives?

(A) Optimistic, encouraged

(B) Understanding, accepting

(D) Sincere, resigned

34 . One similarity between the French Revolution and the American Revolution is that both were responses to which of the following?

(A) Transformation of the social class structure

(B) Unfair systems of taxation

(D) The privileges and influence of religious leaders

35 . Most revolutions produce a strong leading figure; the French Revolution allowed which of the following to assume great power?

(A) King Louis XVI

(B) Robespierre

(D) Lafayette

36 . The intellectual foundations of the eighteenth-century political revolutions were based on

(A) the Reformation

(B) mercantilism

(D) the Reconquista

Questions 37 to 39 refer to the political cartoon below showing Woodrow Wilson, published in 1919.

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Blowing Bubbles

37 . What does the cartoonist intend to suggest in the above political cartoon?

(A) Woodrow Wilson was responsible for the failure of the League of Nations.

(B) The forces of conflict were too strong for the League of Nations to overcome.

(D) Idealism is necessary to improve the world.

38 . Though the League of Nations was short-lived (1919–1946), it set the stage for which of the following?

(A) NATO

(B) The United Nations

(D) The Marshall Plan

39 . Those who argue that the roots of World War II are found in the Treaty of Versailles, which created the League of Nations, point to which of the following?

(A) The rejection of the League of Nations by the French and the British

(B) Germany’s resentment at having to accept blame for World War I

(D) The dissolution of the Austro-Hungarian Empire

Questions 40 to 43 refer to the passage below, an account given to a French officer in Algeria in the 1830s by a member of an Arab slave trade caravan.

The Slave Trade

All of you [soldiers], are summoned . . . to hunt the idolatrous Koholanes [a pejorative word for “black Africans”]. . . . The soldiery divided themselves into two companies . . . with orders to attack places without defenses and to carry off the inhabitants as well as seizing all peasants busy cultivating their fields. . . . Whilst waiting for the return of the companies despatched to hunt Negroes, we went every day to the slave market where we bought at the following prices:

A Negro with beard………………10 or 15,000 cowries.

They are not considered as merchandise since one has little chance of preventing them from escaping.

An adult Negress………………..10 or 15,000 cowries for the same reasons

An adolescent Negro………………….30,000 cowries

A young Negress ……………………50–60,000 cowries

The price varies according to whether she is more or less beautiful.

A male Negro child……………………..45,000 cowries

A female Negro child ……………………….35–40,000 cowries

Finally, our caravan which had set out from Algeria with sixty-four camels and only sixteen persons, was now augmented by four hundred slaves, of whom three hundred were women. . . . It was at this point that suddenly a confused noise of cries and sobs passed from one group of slaves to another and reached our own. . . . Some rolled on the ground, clung to bushes and absolutely refused to walk. . . . They could only be got up with mighty lashes of the whip and by rendering them completely bloody.

40 . Which conclusion is supported by the passage?

(A) Africans passively accepted their capture and subsequent enslavement.

(B) North Africans were primarily captured and enslaved by rival African tribes.

(D) Adult male slaves were most highly valued due to their physical strength.

41 . What is the most likely destination for the captured slaves in the excerpt?

(A) Elites’ homes or harems in the Middle East

(B) Sugar plantations in Brazil

(D) Slave armies of the Mughal Empire

42 . Which statement best supports the argument that religion played a role in the Arab slave trade?

(A) “Seizing all peasants busy cultivating their fields”

(B) “With orders to attack places without defenses”

(D) “All of you [soldiers], are summoned . . . to hunt the idolatrous Koholanes”

43 . How was the Arab trade in Africans different from the Atlantic slave trade?

(A) Unlike Arab slave merchants, those involved in the Atlantic slave trade were motivated by religion.

(B) Slaves taken for the Atlantic slave trade had no prospect of eventual liberty, but slaves taken by Arab merchants did.

(D) Slaves taken by Arab merchants were likely to have a shorter life span than those taken for the Atlantic trade.

Questions 44 to 47 refer to the maps below.

The Middle East Before and After World War I Settlements, 1914–1922

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44 . The second map shows which of the following?

(A) The encomienda system of colonial influence

(B) The League of Nations’ mandate system

(D) Cold war influence in the Middle East

45 . Which twentieth-century principle of government is violated in these maps?

(A) Colonialism

(B) Self-determination

(D) Mercantilism

46 . Which best explains why Great Britain, rather than another country, received control over the territory in Palestine?

(A) The Balfour Declaration

(B) The Zimmerman Telegram

(D) The Non-Aligned Movement

47 . What was the impact of the events reflected in these maps?

(A) The Ottoman Empire retaliated.

(B) Italy resented not receiving any territories through this system.

(D) Kuwait became part of Iraq.

Questions 48 to 51 refer to the chart below, from a speech entitled “Report on Work of Central Committee,” given by J. V. Stalin, March 10, 1939.

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48 . Which statement is supported by the data in the chart?

(A) The Soviets supported grain production at the expense of consumer goods.

(B) All commodities had reduced agricultural output in 1938.

(D) Over time, the Soviet Union increased production of all reported commodities.

49 . What should one consider when evaluating the point of view of these data?

(A) Official government statistics are reliable because they are objective.

(B) Increases in agricultural output were possible only because of German assistance.

(D) Soviet kulaks destroyed crops to protest Soviet policy, making the data invalid.

50 . Which of Stalin’s policies are most responsible for the information on the chart?

(A) Collectivization

(B) New Economic Plans

(D) The Great Leap Forward

51 . What was the effect of Stalin’s agricultural policies on the Soviet peasants?

(A) Forced resettlement to Georgia because it had more arable land

(B) Resistance through the destruction of crops and widespread famine

(D) Improved social status due to their importance to the Soviet economy

Questions 52 to 55 refer to the passage below. It is the Chinese emperor’s response to English King George III’s diplomatic envoys, who were seeking expanded trading privileges (1793).

Strange and costly objects do not interest me. If I have commanded that the tribute offerings sent by you, O King, are to be accepted, this was solely in consideration for the spirit which prompted you to dispatch them from afar. . . . As your Ambassador can see for himself, we possess all things. I set no value on objects strange or ingenious, and have no use for your country’s manufactures. It behooves you, O King, to display even greater devotion and loyalty in future, so that, by perpetual submission to our Throne, you may secure peace and prosperity.

52 . According to the passage, what was the Chinese reaction to the British goods?

(A) Awe at their technological superiority

(B) Fascination with their strangeness

(D) Interpreting them as an act of submission

53 . Why were the Chinese not interested in expanding trading rights with Great Britain?

(A) The Chinese were angry over Britain’s interference in their foreign affairs.

(B) The Chinese had a preexisting exclusive trade agreement with the Dutch.

(D) They were afraid that the British would gain too much influence within China.

54 . How did the Chinese restrict foreign trade during the era 1750–1900?

(A) European merchants were confined to a few cities designated for foreign trade.

(B) Only the Dutch traded with China; other Europeans had to use them as intermediaries.

(D) They passed laws intended to persecute and harass foreign residents.

55 . What was the impact of European demand for Chinese goods?

(A) The Portuguese increased their international power and prestige.

(B) The British shifted their focus for trade and colonization to Japan.

(D) The British sought control of the Malacca Strait.

Go on to Part B

PART B: SHORT-ANSWER QUESTIONS

Recommended Time for Part B—50 minutes

Directions: The short-answer questions are divided into parts; some questions have parts A and B, and others have parts A, B, and C. Answer all parts of each of the questions. Each of the four questions requires you to respond with three answers, and each of these answers is worth one point. Therefore, each question is worth a total of three points. Note that short-answer questions are not essay questions—they do not require development and support of a thesis statement.

Question 1 refers to the passages below.

Take up the White Man’s burden—

Send forth the best ye breed—

Go bind your sons to exile

To serve your captives’ need;

To wait in heavy harness,

On fluttered folk and wild—

Your new-caught, sullen peoples,

Half-devil and half-child. . . .

Take up the White Man’s burden—

The savage wars of peace—

Fill full the mouth of Famine

And bid the sickness cease;

And when your goal is nearest

The end for others sought,

Watch sloth and heathen Folly

Bring all your hopes to nought.

—Rudyard Kipling, “The White Man’s Burden,” 1899

Pile on the Black Man’s Burden.

‘Tis nearest at your door;

Why heed long bleeding Cuba,

or dark Hawaii’s shore?

Hail ye your fearless armies,

Which menace feeble folks

Who fight with clubs and arrows

and brook your rifle’s smoke.

Pile on the Black Man’s Burden

His wail with laughter drown

You’ve sealed the Red Man’s problem,

And will take up the Brown,

In vain ye seek to end it,

With bullets, blood or death

Better by far defend it

With honor’s holy breath.

—H. T. Johnson, “The Black Man’s Burden”: A Response to Kipling, 1899

1. Answer parts A and B.

A . Identify TWO characteristics of the “new imperialism” found in the excerpt from Kipling’s poem.

B . Identify H. T. Johnson’s vision of “new imperialism” as expressed in “The Black Man’s Burden.”

2. Answer parts A and B.

A . Explain TWO causes of the Industrial Revolution in Western Europe.

B . Explain ONE effect of the Industrial Revolution in Western Europe.

Question 3 refers to the following quotations.

Study the past if you would define the future.

—Confucius

History is a vast early warning system.

—Norman Cousins

Until lions have their historians, tales of the hunt shall always glorify the hunters.

—African proverb

History is the version of past events that people have decided to agree upon.

—Napoleon Bonaparte

3. Answer parts A, B, and C.

A . Explain the idea that Confucius and Norman Cousins share.

B . Explain how the African proverb accounts for different interpretations of a single historical event.

C . Explain Bonaparte’s view of the purpose of history.

Question 4 refers to the passage and the artworks below.

Art is, at some basic level, personal. People made it, reacted to it, treasured it in ways we can identify with. But art is also intrinsically political, designed to shape a view of the world in empowering ways, ways that write certain people and ideas into the record and leave others out. We need to see art from both perspectives.

—Holland Cotter

“Liberty Leading the People” by Eugène Delacroix (French), 1830

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“Third of May 1808,” Francisco Goya (Spanish), 1814

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4. Answer parts A, B, and C.

A . Identify the response of the people in Delacroix’s artwork to a perceived oppressor.

B . Identify the response of the people in Goya’s painting to a perceived oppressor.

C . Explain how these works may be considered historical sources.

End of Section I

AP WORLD HISTORY DIAGNOSTIC TEST

Section II

Time: 90 minutes

PART A: DOCUMENT-BASED QUESTION (DBQ)

Recommended reading time for Part A—15 minutes

Recommended writing time for Part A—40 minutes

Directions: The question is based on the documents below. The documents have been edited and adapted for this exam.

• Read the question below carefully.

• Then read all the documents.

• Begin by grouping the documents into categories that reflect their points of view, theme, or intended audience—that is, those that share commonalities.

• Create a thesis that addresses the entire question.

• Analyze the documents that support the thesis. You must use all (or all but one of) the documents.

• Give careful attention to the purpose, point of view, source, and historical context of each document.

• Do NOT list the documents or analyze them one at a time in your essay; they should be incorporated into your argument.

• Bring in historical examples that support your argument.

• Create a persuasive essay that upholds your thesis, connects your argument to the historical context, and draws conclusions.

1. Using the documents and your knowledge of world history, analyze the differing attitudes toward human rights, across time and place. Consider the focus and purpose of the documents.

Document 1

Source: Translation of the text on the Cyrus Cylinder, 539 BCE

My vast troops were marching peaceably in Babylon. . . . As for the population of Babylon I soothed their weariness; I freed them from their bonds and made permanent sanctuaries for them. . . . I have enabled all the lands to live in peace.

Document 2

Source: Magna Carta, 1215 CE

JOHN, by the grace of God King of England, Lord of Ireland, Duke of Normandy and Aquitaine, and Count of Anjou. . . . TO ALL FREE MEN OF OUR KINGDOM we have also granted, for us and our heirs for ever, all the liberties written out below. . . . Heirs may be given in marriage, but not to someone of lower social standing. Before a marriage takes place, it shall be made known to the heir’s next-of-kin.

At her husband’s death, a widow may have her marriage portion and inheritance at once and without trouble. She shall pay nothing for her dower, marriage portion, or any inheritance that she and her husband held jointly on the day of his death. She may remain in her husband’s house for forty days after his death, and within this period her dower shall be assigned to her.

No widow shall be compelled to marry, so long as she wishes to remain without a husband. But she must give security that she will not marry without royal consent, if she holds her lands of the Crown, or without the consent of whatever other lord she may hold them of.

Document 3

Source: Recopilación de leyes de las Indias, 1680 (Compilation of laws of the Indies)

Those [Colonists] who should want to make a commitment to building a new settlement in the form and manner already prescribed, be it of more or less than 30 vecinos (freemen). . . .

Having made the selection of the site where the town is to be built, it must, as already stated, be in an elevated and healthy location; [be] with means of fortification; [have] fertile soil and with plenty of land for farming and pasturage; have fuel, timber, and resources; [have] fresh water, a native population, ease of transport, access and exit; [and be] open to the north wind; and, if on the coast, due consideration should be paid to the quality of the harbor and that the sea does not lie to the south or west; and if possible not near lagoons or marshes in which poisonous animals and polluted air and water breed.

They [the colonists] shall try as far as possible to have the buildings all of one type for the sake of the beauty of the town. Within the town, a commons shall be delimited, large enough that although the population may experience a rapid expansion, there will always be sufficient space where the people may go to for recreation.

Document 4

Source: French Declaration of the Rights of Man and of the Citizen, 1789

The representatives of the French people, constituted as a National Assembly, and considering that ignorance, neglect, or contempt of the rights of man are the sole causes of public misfortunes and governmental corruption, have resolved to set forth in a solemn declaration the natural, inalienable and sacred rights of man . . . so that by being liable . . . to comparison with the aim of any and all political institutions the acts of the legislative and executive powers may be the more fully respected; and so that by being founded henceforward on simple and incontestable principles the demands of the citizens may always tend toward maintaining the constitution.

1. Men are born and remain free and equal in rights. Social distinctions may be based only on common utility.

2. The purpose of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

3. The principle of all sovereignty rests essentially in the nation. No body and no individual may exercise authority which does not emanate expressly from the nation.

4. Liberty consists in the ability to do whatever does not harm another; hence the exercise of the natural rights of each man has no other limits than those which assure to other members of society the enjoyment of the same rights. These limits can only be determined by the law.

5. The law only has the right to prohibit those actions which are injurious to society. No hindrance should be put in the way of anything not prohibited by the law, nor may any one be forced to do what the law does not require.

6. The law is the expression of the general will.

Document 5

Source: United States of America Bill of Rights, 1791

RESOLVED by the Senate and House of Representatives of the United States of America, in Congress assembled, two thirds of both Houses concurring, that the following Articles be proposed to the Legislatures of the several States, as amendments to the Constitution of the United States, all, or any of which Articles, when ratified by three fourths of the said Legislatures, to be valid to all intents and purposes, as part of the said Constitution. . . . Article the third . . . . Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. . . . Article the sixth. . . . The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Document 6

Source: The Universal Declaration of Human Rights, 1948

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom. . . . Therefore, THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international . . .

Document 7

Source: The Cairo Declaration of Human Rights, 1990

The Member States of the Organization of the Islamic Conference, Reaffirming the civilizing and historical role of the Islamic Ummah which Allah made as the best community and which gave humanity a universal and well-balanced civilization, in which harmony is established between hereunder and the hereafter, knowledge is combined with faith, and to fulfill the expectations from this community to guide all humanity which is confused because of different and conflicting beliefs and ideologies and to provide solutions for all chronic problems of this materialistic civilization.

In contribution to the efforts of mankind to assert human rights, to protect man from exploitation and persecution, and to affirm his freedom and right to a dignified life in accordance with the Islamic Shari’ah;

Convinced that mankind which has reached an advanced stage in materialistic science is still, and shall remain, in dire need of faith to support its civilization as well as a self motivating force to guard its rights;

Believing that fundamental rights and freedoms according to Islam are an integral part of the Islamic religion and that no one shall have the right as a matter of principle to abolish them either in whole or in part or to violate or ignore them in as much as they are binding divine commands, which are contained in the Revealed Books of Allah and which were sent through the last of His Prophets to complete the preceding divine messages and that safeguarding those fundamental rights and freedoms is an act of worship whereas the neglect or violation thereof is an abominable sin, and that the safeguarding of those fundamental rights and freedom is an individual responsibility of every person and a collective responsibility of the entire Ummah;

ARTICLE 6:

(a) Woman is equal to man in human dignity, and has her own rights to enjoy as well as duties to perform, and has her own civil entity and financial independence, and the right to retain her name and lineage.

(b) Human beings are born free, and no one has the right to enslave, humiliate, oppress or exploit them, and there can be no subjugation but to Allah the Almighty.

Go on to Part B

PART B: LONG-ESSAY QUESTION

Recommended Time for Part B—35 minutes

Directions: Answer ONE of the following questions.

1. Using specific examples, compare the economic causes and effects of the Industrial Revolution in Russia and England.

2. Using specific examples, compare changes in the social hierarchies (class structures) in England and Russia following their respective Industrial Revolutions.

STOP. End of Section II.

Answers and Explanations

Section I, Part A: Multiple-Choice

1 . A The Hellenistic culture combined Greek elements with those from local cultures as Alexander the Great’s army conquered the area from North Africa to the Indus valley. Though Greek culture also spread into India through trade in the Bactria region, this image is unrelated to class systems (B). A frieze is not considered monumental sculpture (C). Buddhism is considered a belief system rather than a religion (D).

2 . D Hellenistic culture involved the blending of Greek and local cultures in the wake of Alexander the Great’s conquests of Asia Minor and the Indus valley region. Punic (A) refers to Rome’s wars against Carthage; and both Justinian (B) and Constantinian (C) refer to Byzantine emperors.

3 . C Under Alexander the Great, Greek culture blended with the conquered people’s ideas, institutions, and traditions. Gandhi was a 20th-century Indian nationalist who promoted Indian independence (A); and both Caesar Augustus (B), the first Roman emperor, and Chinggis Khan (D), the first Mongol emperor, retained local customs, but did not adopt them personally.

4 . D The Mongols did not require or force conversion, but encouraged tolerance of all religions. Public libraries (A), universal health care (B), and chess (C) were all characteristic of the golden age of Arab rule.

5 . A The Mongols, particularly the Golden Horde in Central Asia, used tribute as a method of asserting dominance over the Russian princes (B). The Mongols developed extensive trade networks in Central Asia (A). They did not use religion to reinforce their power (C). The Mongols also did not engage in large-scale public works projects (D).

6 . A With Russia’s conquest by the Mongols, its focus shifted from Western Europe toward the East and Central Asia. Russia was primarily a tributary state (B); it kept its nomadic ways and did not develop trade. The predominant religion in Russia was Orthodox Christianity (C), spread by the Byzantines. When the Mongols converted to Islam, it helped motivate Russia to break free. Russia remained a series of small, disunited principalities (D).

7 . A Both the Mongols and the Persians left cultural, political, and economic traditions in place, and even some conquered rulers as well. The Mongols typically moved into areas that were already occupied and used the resources that were already in place. Since they were nomadic, building large monuments to glorify themselves was not part of their culture (B). Neither culture is known for promoting equality for women. Both had traditions of harems (C). The Persians were not monotheistic (D); the religion that they were known for developing, Zoroastrianism, had two opposing godlike forces.

8 . C Paragraph 1 refers to the “shrine of his grandfather.” Shrines indicate worship. The following two paragraphs (choices A, B, and D) do not refer to ancestor worship.

9 . C Daoism emphasizes being true to one’s inherent nature. It (A) focuses exclusively on wisdom, (B) is inherently Confucian, and (D) is part of the Mandate of Heaven.

10 . A This choice describes the ruler as having heaven’s favor, which is synonymous with the Mandate of Heaven. Choice B is more suited to a discussion of Western history and is irrelevant. The careful reader will see in the text that “calamities” were sent to the previous, not the current, ruler (C). There is no indication that the ruler was killed (D).

11 . B The orgies of Ming Tiao, which were private actions, caused the loss of the Mandate of Heaven, a public consequence. Choice (A) misleads students by using terms (“tranquility,” “nature”) that are secondary to the main idea. Chinese emperors were expected to meet their ethical obligations to their subjects or suffer loss of power (C). Ministers’ obligations (D) are nowhere addressed in the passage.

12 . C With the arrival of the Europeans came diseases (including smallpox) to which the native peoples had no historical immunity. The Aztecs would have engaged in some warfare, but not enough to lead to such a steep decline (A). Though there was some slash-and-burn agriculture, they primarily used chinampas and terraces (B). Slavery had traditionally been part of Mexican culture, as seen in the Aztec Empire (D). The Europeans used native Mexicans as forced labor, but not until later.

13 . D The Europeans had guns and steel, against which the Mexicans had no effective defense. Catholicism prohibited the enslavement of Native Americans (A). Reservations were not used in Mexico (B). Intermarriage (C), although legal, could benefit native Mexicans, but would limit Spanish opportunities.

14 . B The encomienda system entitled Spanish conquerors to control Indian labor, and in return, the Spaniards “civilized and Christianized” natives. Medieval manorialism allowed landholders to give access to, though not ownership of, land to the peasants who worked it. While the Catholic Church approved of and supported both the encomienda and manorial systems, it did not directly involve itself in either (A). The merchant class was separate from the landholding class (C). Although the Spanish central (royal) government supported the encomienda system, there was no effective central government to support manorialism (D).

15 . C Sacrifice, the source of creation, is mentioned throughout the passage. Salvation through faith (A) is a key element of Protestantism. Though the passage has references to the elements of nature (B), there is no emphasis on stewardship. Karma (D) is not explicitly discussed in the passage.

16 . D The Rig Veda is a Hindu religious text, and its inclusion of the origins of the caste system make this a feature of their religion. A religious construct is not a social construct (A). This passage does not address social stability (B) or the reaction of Indians to the Muslim presence (C).

17 . C That a lowborn person could compose a sacred text implies social mobility. Choice (A) supports the argument, since it encourages Kshatriyas to follow their rightful role. Choices (B) and (D) do not address the argument.

18 . C The sale of indulgences is nowhere mentioned in the excerpt. The wealth of the church (A) is referred to with the phrase “worldly pomp”; the power of the clergy (B) and the political nature of the church (D) are both addressed in the discussion of temporal versus spiritual power.

19 . B Sir Thomas More was executed for refusing to support Protestantism in England. Zwingli (A), Erasmus (C), and Wycliffe (D) were all either precursors or advocates of Protestant reform.

20 . D The Church reiterated the need for clerical interpretation of scripture and the necessity of good works in order to achieve salvation. Predestination and use of the vernacular (A, C) were both Protestant ideas and thus were rejected. The Council of Trent continued most Catholic practices, including the use of saints as intermediaries (B).

21 . D The Europeans clearly ignored or discounted linguistic and ethnic divisions, and the wishes and traditions of indigenous cultures, because they considered them unimportant in the “white” scheme of things. Self-determination (A) refers to the idea that indigenous peoples should rule themselves, which was clearly not the case here. Manifest destiny (B) is a term associated with U.S. westward expansionism. Spheres of influence (C) refers to European economic imperialism in dealings with China.

22 . D In the post-colonial period, Africa has struggled with ethnic violence among rival groups who were artificially bound together within colonial borders. Most African nations retained their colonial borders (A). Western economic interests (B) have persisted to the present, particularly in the oil and diamond industries. African nations have struggled with political corruption and instability (C).

23 . A Colonial dominance depended on cash crops and raw materials and did not encourage any development of an artisanal or manufacturing sector. The Pan-African movement (B) was limited in duration, scope, and effectiveness. Mercantilism (C) was a historical economic system and isn’t really seen today. African nations are not evenly incorporated into world market systems (D). They remain peripheral.

24 . C The passage refers to the king levying dinars and mithqals on loads of salt and copper. The reference to salt (A) explains that it is imported. Cattle were located in Malal, not in Ghana (B). Ghanians grew vegetables, but the passage indicates that it was enough to be self-sufficient (D).

25 . D At this time, the most likely source of silk was China. Horses had a centuries-old presence (A) in Africa. There is no reference to touching one’s head to the floor (B) and the Muslims simply clap, so while there was a ritual involving kneeling, it was not universal. Gold and jewels (C) were commonly sourced from Africa.

26 . A Muslims dominated the trade network in Africa in this period. The king who converted was not from Ghana (B), but from Malal. There was a strong tradition of trade in Africa, and the Africans’ religion, unlike Islam, did not concern itself with merchants or trade (C). For the most part, African kings (D) remained independent.

27 . B Because elites often converted for economic reasons, lower classes were allowed to maintain their traditional practices. Many Africans were not Muslim, and so choice (A) is too strong a statement to be accurate. Muslim merchants probably gave more favorable terms to their religious cohorts, but they did not limit their trade only to Muslims (C). According to the passage, Muslims were allowed to greet the king in their own manner (D).

28 . D The earliest voyages recorded on the map were made by Vikings before 1000 CE. Both Spain and Portugal (A, B) did not explore until the 1400s. Greenland (D) was a Viking destination and not a point of origin.

29 . B Brazilians speak Portuguese as a result of the line of demarcation established by the Treaty of Tordesillas (the Pope’s Line through South America) in 1494. The Dutch (A) are not included on the map. Only English voyages (C) to Canada are listed, and therefore they cannot explain French-speaking Canadians. Although the Vikings did land in North America (D), they did not establish a presence.

30 . C China abandoned exploration during the Ming Dynasty at the behest of Confucian officials so that the country could focus on protecting its borders. Zheng He in fact contacted many other cultures (A) and brought many exotic animals and products home to China. Choice (B) is an ethnocentric statement and reflects a point of view rather than historical reality. The islands off the East African coast were not colonized by 1450 (D).

31 . D The Americas had had local, but no trans-regional, trade. Southeast Asia, Africa, and Europe (A, B, and C) had engaged in several trans-regional trade networks, including those along the silk roads, across the Indian Ocean, and around the Mediterranean.

32 . A Mercantilism developed in conjunction with colonies, arising out of exploration. Nationalism is associated with the 19th and 20th centuries (B); industrialism is associated with the 18th and 19th centuries (C); and communism is a 20th-century political phenomenon (D).

33 . C The only possible description of Wordsworth’s reaction is enthusiasm, and thus the other answers (which would make him encouraged [A], accepting [B], or resigned [D]) are unacceptable. C also accounts for Dickens’s somewhat cynical take, as when he says, “things in general were settled forever.”

34 . B In France, the heavy tax burden was borne exclusively by the third estate, who could least afford it. In the American colonies, colonists disputed the contention that Parliament had the right to impose taxes on the colonies without colonial representation in Parliament. The American Revolution changed very little with regard to the existing class structure; however, France’s class structure changed dramatically (A). Although France wanted to abolish the monarchy, the American colonists kept the ideals of a bicameral legislature, separation of powers, and colonial legislatures, as well as representative government (C). The French Revolution sought to limit the influence of religious leaders, but the American Revolution did not.

35 . B Robespierre, called “the Incorruptible,” was known initially as the champion of the social revolution that took place in France. Later, in 1794, he was considered a dictator and summarily executed. Louis XVI (A) was the king who was overthrown by the French Revolution. Jean Lafitte (C) was a pirate. Lafayette (D) was known for his participation in the American Revolution, but he was a moderate where the French Revolution was concerned, and was eventually exiled from France.

36 . C Enlightenment thinkers responded to the social and economic ills that had characterized 17th- and 18th-century France; they sought to replace the aristocratic old order with a rational, practical, more bourgeois society and government. The Reformation (A) was a 16th-century religious movement aimed at reforming the corrupt Catholic church. Mercantilism (B) was an economic theory that was popular with colonial powers, especially in 16th-, 17th-, and 18th-century Europe. The Reconquista refers to the centuries-long Christian reconquest of Spain from Arab domination.

37 . C By comparing the League of Nations to a bubble, the artist implies that it was delicate and could not last. Woodrow Wilson is creating, not destroying, the bubble (A). There is no reference to conflict in the cartoon (B). There is also no reference to the necessity for idealism or the idea that the League of Nations will improve the world (D).

38 . B In theory, the United Nations was the successor to the League of Nations. Founded after World War II, it promoted peaceful international relations, acted as an arbiter in international disputes, and called for its member nations to solve sociocultural, economic, and political (humanitarian) problems around the world.

39 . B The so-called war guilt clause forced Germany to agree that it was solely responsible for World War I, creating German anger and resentment toward the other European nations at the conference. Both France and Britain joined the League of Nations (A). Italy did not lose territory in World War I, although it did in World War II (C). The Austro-Hungarian Empire’s dissolution played no role in the hostilities leading up to World War II (D).

40 . C The passage specifies that more women than men were enslaved, and also that women slaves brought more profit. This would result in tribes with an overpopulation of men. The passage refers to the resistance of slaves (A), and their prices indicate the possibility of escape. The captors in the passage were primarily Arab (B), as indicated by the introduction. Women were more highly valued than men because of their beauty, as indicated in the price lists (D).

41 . A Because the slaves were predominantly women and had been captured by Arabs, they were most suited for domestic service or harems. Sugar plantations (B), cotton plantations (C), and armies (D) all favored physical strength, resulting in a preference for males. Arabs did not engage in the Atlantic slave trade, but sold slaves primarily in the Middle East.

42 . D Specifying that captives were “idolatrous” makes it clear that the slavers were working off a religious premise. Choices A, B, and C all refer to the capture of slaves, not to their ultimate destination or purpose and not to their religious beliefs.

43 . B According to the end of the excerpt, the North African slaves could look forward to the possibility of freedom. While all slave trade was motivated by profit, the passage indicates that the North Africans rationalized the capture of Africans who were considered idolaters (A). West African slaves were predominantly male; North African slaves were predominantly female (C). Slaves doing plantation work in the Caribbean had a notoriously shorter life span, and most of those slaves came from West Africa (D).

44 . B The map reflects the distribution of the defeated Central Powers’ territories by the League of Nations after World War I. The encomienda system is Latin American (A) and thus is not on the map. The Berlin Conference (C) dealt with all of Africa and included more European nations than simply Britain and France. The cold war (D) did not play out in the Middle East and would have referred to the Soviets and the United States.

45 . B Self-determination refers to the right to rule oneself. Colonialism (A) involves a foreign power being either directly or indirectly in control of another nation. Containment (C) refers to the policy of stopping the spread of communism, which was not an issue in the Middle East. Mercantilism (D) was an economic system associated with colonialism and imperialism, whereas the map refers to political administration.

46 . A The Balfour Declaration indicated that Britain could eventually support a Jewish state, and other countries made no public statement. The Zimmerman Telegram (B), the Berlin Conference (C), and the Non-Aligned Movement (D) do not refer to the Middle East and are therefore incorrect.

47 . B After World War I, Italy, having joined the Allied Powers after the start of the war, received neither reparations nor territory; therefore, the Italians resented what they perceived to be an unfair division of the spoils of war. The Ottoman Empire was dissolved and never reformed (A); Australia (C) is completely irrelevant to the map; and Kuwait (D) never became part of Iraq.

48 . D Between 1933 and 1937, according to the chart, production of all the cited commodities increased. Consumer goods (A) are not referred to in the chart. While grain, flax, sugar beets, and oil seed experienced reduced outputs in 1938, cotton production increased (B). The Soviets had more, not less, demand for cotton than for flax fiber (C).

49 . C Stalin wanted to remain in power, and thus had an incentive to produce not just more goods, but positive political propaganda. Official governmental statistics (A) are often notoriously unreliable, designed to maintain or increase support for a government. German assistance is nowhere accounted for in the data at hand (B). Also, it was not until 1939 that Germany and Russia, who had supported opposing sides of those fighting the Spanish Civil War, signed a nonaggression pact. Kulaks (wealthy Russian peasants) had been mostly exterminated by the 1920s (D).

50 . A Collectivization, or Stalin’s plan to create state-run rather than individually held farms, constituted the economic and political planning at the heart of communism. New Economic Plans (B) refer to Lenin; Five-Year Plans (C) refer more to industry than to agriculture; and the Great Leap Forward (D) refers to Mao Zedong’s efforts in the late 1950s to recapture the rural, peasant base that had made his revolution possible.

51 . B The peasants under Stalin exerted resistance by destroying crops (and thus his positive data about crop production). Ultimately, collectivization led to repression and the outright slaughter of peasants and to famine. While there was some relocation of peasants during collectivization, they were not removed en masse to Georgia (A). Rather than seeing increased economic stability, the peasants lost what little economic stability they had had (C). The situation of the peasantry was negatively rather than positively affected by Stalin’s economic policies (D).

52 . D Qianlong, the Qing emperor, makes it clear that he has no use for Great Britain’s goods and that only through British submission to the Chinese throne and its stated wishes will there be peace and prosperity. The Chinese reaction to British goods is that while they are perhaps strange and ingenious, they are of no use to a country that has everything (A, B). Rather than perceiving the British manufactured goods as a bribe (C), the Chinese see them as a form of tribute.

53 . C “We possess all things,” writes the Chinese emperor; therefore, anything that the British could produce held no interest for China. While not necessarily angry, the Chinese were very clear that barbarians (including the British) were not allowed to participate in the country’s foreign or domestic affairs (A). There was no agreement with the Dutch dealing with exclusive trading privileges with the Chinese. The Dutch followed the practice of working within established Asian trading systems (B). The Chinese pointed out in the letter that no foreigner, or barbarian, was allowed free access to economic, political, or cultural systems (D).

54 . A European merchants were indeed closely monitored and their movements restricted to specific areas and cities. Likewise, their exchanges with Chinese people were limited. Both the Portuguese and the British (as well as the Dutch) traded with China (B). Products themselves were limited (C), but they did not carry extraordinary tariffs. Laws were intended only to confine and monitor foreign residents (D).

55 . C Demand for Chinese products was high, but the Chinese had no interest in European goods, preferring instead to be paid in silver. This created a huge demand for silver, driving mining efforts by the Spanish in the Americas. Because the Portuguese did not have the resources to maintain control of the Indian Ocean trade, their prestige and power declined (A). The British had important colonies in India, and the Japanese also took steps to restrict trade with foreigners (B). The Malacca Strait, though important, was never controlled by the British (D).

Section I, Part B: Short-Answer Questions

1A . You should mention at least two characteristics of the new imperialism (19th century) that are shown in the Kipling work. These may include emigration, settlement, war, and a condescending attitude toward native peoples (who are seen as children who need to be civilized and socialized). There is also an obligation on the part of the colonizer to improve the infrastructure.

1B . Johnson envisions the new imperialism as something characterized by violence, superior technology on the part of the colonizer, and a sense of the black man’s increasing troubles. You need to identify only one of these elements.

2A . You need to include two of the causes of the Industrial Revolution, such as scientific advancements (the steam engine, the Bessemer process); public and private support for improved transportation infrastructures; and increased access to natural resources (coal, for example).

2B . The effects of the Industrial Revolution in Western Europe might include rural-urban migration; colonial or imperial expansion to secure markets, labor, and resources; changing family structures; and reform legislation (like the First Reform Bill in England in 1832). You need identify only one effect.

3A . You should recognize that Cousins and Confucius both indicate that to understand the past is to prepare for the future.

3B . The African proverb makes it clear that history is written by the victors. Women, slaves, peasants, and marginalized and conquered peoples are not given a point of view or are ignored or repressed.

3C . Bonaparte makes it clear that history can be used to justify the present; that is, the past explains the “why” of current political, economic, or social conditions.

4A . Key words to identify the people’s response in Delacroix’s work might include resistance, defiance, rebellion, or aggression.

4B . Key words to identify the response visible in Goya’s work are submission, surrender, or resignation; but you might find that both paintings exhibit defiance and interpret the Goya painting as showing the consequences of that defiance.

4C . Both of these works show the point of view or perspective of two groups: those being depicted in the artworks and those of the artists. Thus, the artwork records, reflects, and refers to historical events and conditions. Art is a commentary, but it can also often be a call to action.

Section II, Part A: Document-Based Question

The question addresses the evolution of human rights across time and continents. You must sustain a thesis or an argument that explains changes in the idea or scope of human rights. You should take into consideration the following points: Are the human rights documents personal, political, public, or private? Why were the documents created? In other words, what are the focus and purpose of human rights declarations? You should consider the sources of the documents as you analyze them and include outside historical events that may have influenced their creation.

A good response would draw on six or seven of these documents (that is, all or all but one of them) to trace the evolution of human rights, particularly in order to emphasize differences between Eastern and Western perspectives.

You should incorporate analyses of the documents. You may begin by dividing the documents into those that focus on social/socioeconomic, religious, or political points. Since all the documents are “official,” or produced by governing bodies, you can make the case that all of them are political. You may also note that some of the documents focus on human rights in a national context (Documents 1 and 3); some focus on the individual (Documents 2, 4, 5, and 7); and some are clearly more global in focus (Documents 6 and 7). There may be some overlap; that is, some documents will fall into more than one category. Simply listing the characteristics of the documents, however, leaves open the question of connections between documents, connections that point out similarities and differences in the focus and purpose of human rights declarations. For example, Document 7 stands out for its emphasis on the ties between religion and human rights; and while it focuses on the individual, it does so within a religious context.

The thesis therefore should address both similarities over time (continuity) and differences in point of view and purpose.

In this question, you are asked to determine what historical events or which historical context would answer the prompt most thoroughly. For example, you might want to point out that the Magna Carta was the King of England’s response to pressures from noble landowners who were intent on keeping some of the power they had achieved during the feudal era. This would eventually contribute to the formation of constitutional or parliamentary monarchies and to the expansion of bureaucratic systems involving checks and balances.

Having considered the various points of view, you may want to discuss the nature of human rights concerns—from national (Document 1) to more individual (Documents 4 and 5) to transnational or global (Documents 6 and 7). Clearly the Recopilación (Document 3) reflects the somewhat idealistic (and nationalistic) thoughts governing settlement of the New World in the Age of Exploration and Discovery.

You may consider whether human rights are absolute, as implied in Western (although not Eastern) documents. Or, you may want to make the case that human rights are dependent on situation or location (Document 7). This would lead to an analysis of changes in government—from absolutism to the revolutionary ideal of natural law, or, in other words, from the idea of power residing in the highest earthly authority to its being inherent in human beings.

Finally, because most of the documents refer to law, you could also consider whether human rights are primarily a legal or an ethical-religious-moral concern, again according (always) to the documents. Also, you need to consider the linear chronology of changes, matching those changes to contemporary historical events.

A good response, thus, will show the connection between theory (of human rights) and action (governmental responses to demands for human rights); and it will both strengthen the original thesis’s contentions and demonstrate an ability to extrapolate from documents the nuances of historical thought.

Section II, Part B: Long-Essay Question

A good response may begin with the creation of a verbal Venn diagram, or at least the overlapping section of one, and the laying out of the generally acknowledged causes and effects of the Industrial Revolution. From 1750, population growth and migration created both new markets for goods and a new (primarily urban) labor pool. New technology and inventions (e.g., the steam engine) resulted in more efficient means of transportation, communication, and production of goods. The abolition of slavery in Western Europe, and of serfdom in Russia, resulted in rural-urban (agricultural to industrial) migration patterns and sustained economies by providing workers.

These elements, in turn, resulted in more specialized labor, a growing middle class that had the income to buy proliferating goods, and a stronger sense of national identity, or nationalism, with this last often replacing traditional mores and even religion, and contributing, along with enhanced means of transportation and communication, to two world wars. Western Europe, and later Russia, embraced a new imperialism in its search for raw materials, and other areas (like Latin America, for example) remained a source for those raw materials as well as for agricultural products. As industry grew, capital and labor provided a general improvement in the standard of living and increased free time for leisure activities (including professional sports, movies and live entertainment, vacations, and travel).

The environmental effects of the Industrial Revolution are both manifold and cumulative: factories and industry have generated air, land, and water pollutants (both in Western Europe and in Russia). The search for raw materials has resulted in deforestation and exhaustion of soils (in Latin America and Africa).

Perhaps the most striking and longest-lasting effect of the Industrial Revolution has been globalization, the integration of economic markets, free trade, and the flow of capital (human and monetary).

Scoring: How Did I Do?

As you evaluate how you did on the diagnostic exam, you need to keep several things in mind.

First, look again at the chart from the first chapter of the book. This tells you how much of your score will be determined by each part of the test. The multiple-choice section counts the most, but no one part of the exam will determine your final grade. The scoring chart below reflects the same percentages shown here.

Images

To use the scoring chart below, you’ll have to grade your own answers for the short-answer questions, the document-based question, and the long essay. Look at the explanations and evaluate how your answers measure up. Determine the points you should probably receive for each question based on the total points possible shown on the worksheet below.

This worksheet uses a different point system from the actual test, but the result is similar. In the end, you’ll have an idea of how you performed on the practice test on the same 1–5 scale used on the actual test. The apcentral.collegeboard.com website has specific information about rubrics for the questions. Your teacher should also have this information.

Finally, keep in mind that the conversion chart below will provide only an approximation of your score. In fact, the actual conversion chart the College Board uses varies a little each year and is determined only after the test is scored.

Scoring Worksheet

Section I, Part A Multiple Choice