ap world history - college board · 2018-09-06 · ap® world history 2018 scoring guidelines...

2018

AP World HistorySample Student Responses and Scoring Commentary

© 2018 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. Visit the College Board on the Web: www.collegeboard.org.

AP Central is the official online home for the AP Program: apcentral.collegeboard.org

Inside:

Document-Based Question

R Scoring Guideline

R Student Samples

R Scoring Commentary

AP® WORLD HISTORY 2018 SCORING GUIDELINES

©2018 The College Board Visit the College Board on the Web: www.collegeboard.org

Question 1 — Document-Based Question

Maximum Possible Points: 7 “Evaluate the extent to which railroads affected the process of empire-building in Afro-Eurasia between 1860 and 1918.”

Points Rubric Notes

A: T

hesi

s/C

laim

(0-

1)

Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. (1 point) To earn this point the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

The thesis must take a position on the extent to which railroads affected the process of empire-building in Afro-Eurasia between 1860 and 1918 and indicate some reason for taking that position. Examples:

• “Although railroad construction in Asia and Africa greatly facilitated the development of European colonial empires, it also aided in the emergence of nationalist movements against European rule.” (Responds to the prompt with an evaluative claim that establishes a line of reasoning)

• “The construction of railroads in Afro-Eurasia helped European imperialism because it allowed Europeans to increase their political power in Asia and Africa.” (Responds to the prompt with a minimally acceptable claim that establishes a line of reasoning)

B: C

onte

xtua

lizat

ion

(0-1

)

Describes a broader historical context relevant to the prompt. (1 point) To earn this point the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or reference.

To earn the point the response must accurately describe a context relevant to the role of railroads in the process of empire-building in Afro-Eurasia in the nineteenth and twentieth centuries. Examples:

• “Railroads played an important role in the Industrial Revolution because they provided a faster and more efficient method of overland transport than had ever existed before. (relates broader events and developments to the topic)

• “Industrial Revolution technologies aided Europeans in the creation of large empires by linking places together at cheaper cost.” (relates broader events and developments to the topic)



Question 1 — Document-Based Question (continued)

C: E

vide

nce

(0-3

)

Evidence from the Documents: Uses the content of at least three documents to address the topic of the prompt. (1 point) OR Supports an argument in response to the prompt using at least six documents. (2 points)

To earn 1 point the response must accurately describe — rather than simply quote — the content from at least three of the documents to address the topic of railroads and imperialism in Afro-Eurasia in the nineteenth and early twentieth centuries. Example:

• (Document 1) “In its petition to the British colonial government, the British-Indian Association complains that Europeans in second-class carriages treat them poorly.” (Describes the document accurately, and thus is credited as addressing the topic, but does not explicitly tie the description to an argument in response to the prompt)

OR To earn 2 points the response must accurately describe — rather than simply quote — the content from at least six documents. In addition, the response must use the content from the documents to support an argument in response to the prompt. Example:

• (Document 5): “The editorial to the News Chronicle in 1901 arguing for Britain and other European powers to protect their interests in Asia against the future Russian expansion that would follow the construction of the Trans-Siberian Railroad illustrates that railroads facilitated the expansion of empires.” (Accurately describes and connects the content of the document to an argument about the effects of railroads on empire-building in Afro-Eurasia)




Evidence beyond the Documents:

Uses at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. (1 point) To earn this point the evidence must be described, and it must be more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.

Statements credited as evidence from outside the documents will typically be more specific details relevant to an argument, analogous to the function of evidence drawn from the documents. Typically, statements credited as contextualization will be more general statements that place an argument or a significant portion of it on a broader context. Example:

• “Like the European powers, Japan developed an extensive railway network in Korea to facilitate its imperial control.” (Provides a piece of evidence not in the documents relevant to an argument that addresses the prompt)

D: A

naly

sis

and

Rea

soni

ng (0

-2)

Sourcing: For at least three documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument. (1 point) See document summaries for examples of possible sourcing.

To earn this point the response must explain — rather than simply identify — how or why the document’s point of view, purpose, historical situation, or audience is relevant to an argument that addresses the prompt for each of the three documents sourced. Examples:

• (Document 3): “Because the Ottoman sultan had to approve the proposals mentioned in Document 3, the report attempts to flatter the sultan by emphasizing his supposed popularity among Muslims across the world and how the construction of a railroad from Damascus to Mecca would only increase that popularity.” (Provides sourcing regarding the audience of the government report relevant to an argument addressing the prompt)

• (Document 5): “As a politician, Sir Henry Norman is critical of Britain ‘continuing to sleep’ in terms of responding to Russian imperial expansion in East Asia, and he is interested in persuading the British government and public opinion to adopt a different policy.” (Provides sourcing regarding the POV of the author relevant to an argument addressing the prompt)




Complexity: Demonstrates a

complex understanding of the historical development that is the focus of prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. (1 point) This understanding must be part of the argument, not merely a phrase or reference.

Examples of demonstrating a complex understanding for this question might include: • Considering the totality of the evidence and

perspectives presented in the documents as demonstrated by creating a complex argument, while at the same time recognizing that some documents corroborate, qualify or modify the overall argument

• Explaining the nuance of an issue by analyzing multiple factors or by considering diverse or alternative perspectives or evidence, such as constructing an argument that explains how European railroad construction simultaneously strengthened colonial authority in Africa and Asia while also contributing to growing tensions with indigenous communities and eventually leading to the development of nationalist movements

• Explaining relevant and insightful connections across time and space, such as explaining how railroads and other new types of communication were used to strengthen nation states in the nineteenth century (e.g., European states, United States, Meiji Japan) or in premodern times (e.g., the Roman road networks or the Mongol postal system.)

If response is completely blank, enter - - for all four score categories A, B, C, and D.




Document Summaries and Possible Sourcing

Document Summary of Content Explains the relevance of point of view, purpose, situation, and/or audience by elaborating on examples such as:

1. British-Indian Association petition to the British colonial government (1866)

• Claims that high-caste Hindus are subject to abuse from European passengers on second-class carriages and are forced to interact with the masses outside the train platforms. Women’s respectability is also jeopardized.

• Imposition of direct British rule following the Indian Rebellion of 1857. (situation)

• High-caste Hindus complaining about the lack of traditional deference shown to them because of their social status. (POV)

• Since the purpose is to get the government to act, the petition uses hyperbole (the analogy to the Middle Passage).

2. Qing dynasty official memorandum to the court (1867)

• Argues that the Qing government should build railroads but should not do so by giving concessions to Western companies, unless they meet very stringent criteria.

• Memorial written in the context of the Self-Strengthening movement and following the Taiping Rebellion. (situation)

• The official wants to modernize China without antagonizing the rural population. (purpose)

• May infer that the official advocates setting a very high bar for giving Westerners permission to build railways because he is in favor of the Chinese building the railways. (purpose)

3. Ottoman government report (1893)

• Argues that the construction of a railroad from Damascus to Mecca would aid Muslims in traveling to the holy cities of Mecca and Medina and would increase the prestige of the Ottoman sultan in the Muslim world. It would also decrease reliance on foreign/Western ships.

• Report written during a period when the Ottoman Empire considered the extent of reforms needed to address growing Western political and economic dominance. (situation)

• Report intended to convince the sultan to construct a railroad and flatter him. (purpose/audience)




4. Map included in a newspaper published in British New Zealand (1899)

• The map shows a proposed railway advocated by the imperialist Cecil Rhodes to connect Cairo to the South African port of Cape Town

• Published during period of European colonial expansion in Africa (situation)

• Intended for British officials and settlers in New Zealand; highlighting a grand imperial project elsewhere in the British Empire to instill pride in British imperial achievements (audience/purpose)

5. Editorial from a British politician in a British newspaper about the construction of the Trans-Siberian Railroad (1901)

• Argues that the construction of the Trans-Siberian Railroad will allow Russia to dominate East Asia unless the other European powers protect their interests there

• Great Game between Russia and Britain in Central Asia (situation)

• Intended to influence public and government opinion by criticizing British inaction on the issue (purpose/audience)

6. Speech delivered by governor of French West Africa to colonial administrative council (1904)

• Argues that the construction of railroads in French territory in West Africa is not only necessary for economic reasons but also to lift Africa out of “poverty and barbarism”

• Influence of ideas of European cultural superiority and “civilizing mission vis-a-vis its imperial subjects and territories (situation)

• Attempting to convince colonial administrative council to approve the construction of railroads, which would be in Roume’s best interests as governor (purpose)

7. British army officer, magazine article published in London (1913)

• Argues that the construction of railways in India is helping to unify the numerous ethnic and religious groups of India into a more cohesive political and cultural community loyal to Great Britain

• British army officer intending to maintain British rule in India as Indian nationalist movements continue to grow (POV/situation)

• Intended to influence the British government and public (audience)




Scoring Notes Introductory notes:

• Except where otherwise noted, each point of these rubrics is earned independently, e.g., a student could earn a point for evidence without earning a point for thesis/claim.

• Accuracy: The components of this rubric require that students demonstrate historically defensible content knowledge. Given the timed nature of the exam, the essay may contain errors that do not detract from the overall quality, as long as the historical content used to advance the argument is accurate.

• Clarity: Exam essays should be considered first drafts and thus may contain grammatical errors. Those errors will not be counted against a student unless they obscure the successful demonstration of the content knowledge, skills, and practices described below.

Note: Student samples (when available) are quoted verbatim and may contain grammatical errors. A. Thesis/Claim (0–1 point) Responses earn 1 point by responding to the prompt with a historically defensible thesis that establishes a line of reasoning about the topic. To earn this point the thesis must make a claim that responds to the prompt rather than simply restating or rephrasing the prompt. The thesis must suggest at least one main line of argument development or establish the analytic categories of the argument. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. The thesis must take a position on the extent to which railroads affected the process of empire-building in Afro-Eurasia in the period 1860–1918 and indicate some reason for taking that position. Examples of acceptable theses:

• “Although railroad construction in Asia and African greatly facilitated the development of European colonial empires, it also aided in the emergence of nationalist movements against European rule.” (Responds to the prompt with an evaluative claim that establishes a line of reasoning)

• “The construction of railroads had a limited impact on empire-building in Afro-Eurasia because the development of advanced military weaponry and European control over maritime trade were more significant.” (responds to the prompt with an evaluative claim that establishes a line of reasoning)

• “The construction of railroads in Afro-Eurasia helped European imperialism because it allowed Europeans to increase their political power in Asia and Africa.” (Responds to the prompt with a minimally acceptable claim that establishes a line of reasoning)

Example of unacceptable theses:

• “The construction of railroads greatly affected European imperialism in Afro-Eurasia in the nineteenth and twentieth centuries.” (Merely repeats the wording of the prompt with a minor qualification, which does not amount to indicating a line of reasoning)

• “Railroads came to Asia and Africa too late to save the European colonial empires there from collapsing.” (Not a historically defensible claim)




“Railroad construction in Afro-Eurasia influenced the development of European empires in Asia and Africa and the development of the Qing and Ottoman empires.” (While it provides a few concrete examples of empires, the sentence does not respond to the prompt directly, nor does it establish a line of reasoning.) B. Contextualization (0–1 point) Responses earn a point for contextualization by describing a broader historical context relevant to the prompt. To earn this point, the response must accurately and explicitly connect the context of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or reference. To earn the point the essay must accurately describe a context relevant to railroads in the process of empire-building in Afro-Eurasia in the nineteenth and early twentieth centuries. Examples of acceptable contextualization:

• “Railroads played an important role in the Industrial Revolution because they provided a faster and more efficient method of overland transport than had ever existed before. (Relates broader events and developments to the topic)

• “Industrial Revolution technologies aided Europeans in the creation of large empires by linking places together at cheaper cost.” (Relates broader events and developments to the topic)

Examples of unacceptable contextualization: • “Railroads were a part of the Industrial Revolution.” (Potentially relevant, but neither “describes” how

railroads were part of that context, nor offers language that could plausibly be interpreted as relevant to empire.)

• “European powers held a series of conferences in the late nineteenth century to defuse tensions between them and avert war.” (While the broader historical events described are potentially connected to empire, the response offers no language that could plausibly be interpreted as relevant to railroads.)

C. Evidence (0–3 points) a) Document Content — Addressing the Topic (1 point) In order to achieve the first point, the response must use the content of at least three documents to address the topic of the prompt (1 point). To earn 1 point for evidence from the documents, the response must accurately describe — rather than simply quote — the content from at least three of the documents to address the topic of railroads and imperialism in Afro-Eurasia in the nineteenth and early twentieth centuries. Example of describing the content of a document:

• (Document 1): “In its petition to the British colonial government, the British-Indian Association complains that Europeans in second-class carriages treat them poorly.” (Describes the document accurately, and thus is credited as addressing the topic, but does not explicitly tie the description to an argument in response to the prompt)




b) Document Content — Supporting an Argument (1 point) In order to achieve the second point for evidence from the documents, the response needs to support an argument in response to the prompt by accurately using the content of at least six documents (2 points). Examples of supporting an argument using the content of a document:

• (Document 2): “By explaining how the construction of railroads could simultaneously strengthen the Qing Empire economically and yet could also weaken it if Western powers were allowed to build railroads without considering the effects on China’s rural population, the memorandum to the Qing court demonstrates that railroads could have a tremendous impact on the development and survival of empires in Afro-Eurasia.” (Connects the contents of the document to an argument about the effects of railroads on empire-building in Afro-Eurasia)

• (Document 4): “The editorial to the News Chronicle in 1901 arguing for Britain and other European powers to protect their interests in Asia against the future Russian expansion that would follow the construction of the Trans-Siberian Railroad illustrates that railroads not only facilitated the expansion of empires, but could also threaten them by generating tensions with other states.” (Connects the content of the document to an argument about the effects of railroads on empire-building in Afro-Eurasia)

c) Evidence beyond the Documents (1 point) The response must use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument that addresses the effects of railroads on empire-building in Afro-Eurasia in the nineteenth and twentieth centuries (1 point). To earn this point the evidence must be described, and it must be more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization. Typically statements credited as contextualization will be more general statements that place an argument or a significant portion of it in a broader context. Statements credited as evidence from outside the documents will typically be more specific details relevant to an argument, analogous to the function of evidence drawn from the documents. Examples of providing an example or additional piece of specific evidence beyond the documents relevant to an argument that addresses the prompt:

• “Like the European powers, Japan developed an extensive railway network in Korea to facilitate its imperial control.” (Provides a piece of evidence not in the documents relevant to an argument that addresses the prompt)

• “Western transnational companies advocated for the creation of railroads in Latin America because it suited their economic interests, much as they did in Afro-Eurasia.” (Provides a piece of evidence not in the documents relevant to an argument that addresses the prompt)




D. Analysis and Reasoning (2 points) Document Sourcing (0–1 point) For at least three documents, the response explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument that addresses the prompt (1 point). To earn this point the response must explain how or why — rather than simply identifying — the document’s point of view, purpose, historical situation, or audience is relevant to an argument addressing the prompt for each of the three documents sourced. Example of acceptable explanation of the significance of the author’s point of view:

• (Document 5): “As a politician, Sir Henry Norman is critical of Britain ‘continuing to sleep’ in terms of responding to Russian imperial expansion in East Asia, and he is interested in persuading the British government and public opinion to adopt a different policy.” (Provides sourcing regarding the POV of the author relevant to an argument addressing the prompt)

Example of acceptable explanation of the significance of the author’s purpose:

• (Document 2): “By cautioning the Qing court against allowing Western investors to build railroads in China, while supporting the building of new transportation and communication infrastructure in general, Shen Baozhen is trying to convince the Qing government to modernize China using the country’s own resources, a position shared by many Qing officials at the time.” (Provides sourcing regarding the purpose of the memorandum relevant to an argument addressing the prompt)

Example of acceptable explanation of the relevance of the historical situation of a document:

• (Document 6): “Ernest Roume’s speech to the colonial assembly illustrates how Europeans justified their imperialism in Africa by claiming that what they were doing was bringing ‘progress’ and ‘civilization’ to a land mired in ‘poverty’ and ‘barbarism.’” (Provides sourcing regarding the historical situation of the document relevant to an argument addressing the prompt)

Example of acceptable explanation of the significance of the audience:

• (Document 3): “Because the Ottoman sultan had to approve the proposals mentioned in Document 3, the report attempts to flatter the sultan by emphasizing his supposed popularity among Muslims across the world and how the construction of a railroad from Damascus to Mecca would only increase that popularity.” (Provides sourcing regarding the audience of the government report relevant to an argument addressing the prompt)

Demonstrating Complex Understanding (0–1 point) The response demonstrates a complex understanding of the effects of railroads on empire-building in the nineteenth and twentieth centuries, using evidence to corroborate, qualify, or modify an argument that addresses the question.




Demonstrating a complex understanding might include:

• Considering the totality of the evidence and perspectives presented in the documents as demonstrated by creating a complex argument, while at the same time recognizing that some documents corroborate or qualify or modify the overall argument

• Explaining the nuance of an issue by analyzing multiple factors or by considering diverse or alternative perspectives or evidence, such as constructing an argument that explains how European railroad construction simultaneously strengthened colonial authority in Africa and Asia while also contributing to growing tensions with indigenous communities and eventually leading to the development of nationalist movements

• Explaining relevant and insightful connections across time and space, such as explaining how railroads and other new types of communication were used to strengthen nation states in the nineteenth century (e.g., European states, United States, Meiji Japan) or in premodern times (e.g., the Roman road networks or the Mongol postal system)

This understanding must be part of the argument, not merely a phrase or reference.

Circle the question number that you are answeri':1g on this page.

ME

ory I 2 i:�0

:r 4 I B0i\roads ·ex±tnsive,\'}' 0Hected the process· of empir<.-bvildin'} in A:f_ro- £vr0si'I as a rntan£ d: tu,mspoc+etion af �oods:,· peoprr anal ideas B0ilrowJ5 bad gn imp6c-f on ever� aspc,,1 of .s:ocie� i ±bl� Se rveol �.s: w0�s +o +ra o sport .Sola; trs eiod militar-,. h.r.booLo'J='lfor ·e><paosioD: tbt� .S pre1,1d Utlietl idtolo@ie c 0nol '11 sense of n�tiont:4/

S ioce 1453; when Coos:±0.otioopte was ta.I¼, ·bi+ ±ht Ottoman £mpirt, C�tftin, off eucoptans :£,om trtAd l Wifti. India and tSov;tt,(11.stltsiA.. tt,'e €-vrap�00· 00±ioos b0vc :h:irc:l :tb £ind wa.�s- en6a�c ·io ec.oooM�c...-rre>.ns

-0otions w,:½h· A si 0. £��-" 0:f:t�r wbto e>sp1a:recs. Ii fl:e vasco da bqm11cotnot 8arthotc.rov Dia-s fovod a rov+i-· arovd ·:tbt Af:tlcao contio<ot,.

f,,vrop:e didn't plA� 0 major role in l:odie1.n 0Cc�n trade· c,nti\ :i:h-t_h·dtve.lopoourt of 00a 0oloptiao of tu.iwv1,,4 Ulboolo�i(:.s· li�e th<-0s:trol e he and /Pitt r I ndvs:±ri 3( rtvo\u:tion ttlbno\o<fu:.s Ii"< ±heSteam '200+. Despih 01L the,i t �e·velopmen:t, �vropea O Q@On mos+liticnplemto+ed portcihes m,+tvities in Me1B1':9,1"'H\ and. lgl;cvt(t.Yln:ty0U't Hant_foNy) wi±b intiirect r,v\t -thrav�h G\D e-conomic v·,ewpoin+( British f.o..s± IncAit3 ·Co· + I>v+th £0.St Iooit� Go.).

In· 10'::fJ tllt .Indit:ln soldjt.rs vnder the indirtct rvle of ffy.,�titisb uas+ lntilit>. Gomp0l>'V1' l'e'o(,\lu\ , :ttu- Stpo1 B.t.nt-\hon, CAVSjQ,�

:tbt eri+isb �o�Al±:t,j [Qvun ViC�d�) :tv setup a olirec-t frnoo of vult-io ·Iodi� , ±ht •·a,-�'. This l:cd to +ht spr�t11a of £.vropeeo ±c,bnoto� �( narru,� t0 i\ro0.ds) to ±ht r,'i,on, 85 shown \n doc,,vmlnt 1) rAi I r,,A.�+r0.vtl in Ibdia was o!;.s-irimio':ltor't in ·,ts :frt&ttm:tot of the Inot;0nr� re�0t:tAttu-ot :thtic social st0tvs �r Caste. Thir

© 2018 The College Board. Visit the College Board on the Web: www.collegeboard.org.

Circle tbe question number that you are an_swering on � page.

Mcrr I 2 �;

c

�

0:r 4 I

lA. 2 o9 3

S+rvctvre, werf fetlint :fut. ·e.ffe<t+ of-milr{}Q(')J. • Ibis is fv,-th�r -ed b'-b ±bf fue,-f thtlt €.vrapeans hi+ ca_ sens:, of dvt}. bct,gv,s�c,f :\:b.tir svpertor1l}., :in bril\.'} ordt:r to f'n.te• unciv:it;�ed bgrbqrt�"., o+ Afro-�vro.si�. Jtr s+a+la io dolvm1.n+"' - written. b't tn-L &e.nc.b �o·vevnor of { Ertoc,b c.oloni:Ut,OWt<+ Africa I UY.ltd to p-romate rt\i I-r:aects , o Afrim ( io:f? th< cent0<f tl� ieo) -t-o ronoetf � vcope00. S�b(,((S of: ioffvenc.t l which WeJ( cl0,l_meJ. a+: :the '� l{ B�r lj n

Con:ftrtnc..t.,)- y�j(rpaa, (,\(C, ::fht. perfect I noo-0Prlztr0l rn(4nJ of

J\!rioo ·.·c;ao bt 'llbi!-YW, In-.� 0 seos·e .• c0ilrogds vVue _bott, ·e IN4lJ ±o :fi>S+tr ±tansr1qioni2cl :b¼0lJ, ·and -ec1'1Jomic �rofpet:i:ht- LNi:thin OL

�:ia-f:"l ±twov1b Jabs. As. dtp,ic+td \o olow�w-f z., bet.�- QlW)cl�n�Sfit 12:ftit;

.ja-l, t;Jitt� to.-coov·1Y'. :1:hL �oy.ei:men±. to inoiv.ff:ri«liz.<

�od e,cJopt OlW ±f<�oo\0�·1.«'<S .l Hl't -�·repao�.Se_o,J) ·jn ··:ff>lir e,urr�·r\-t

e,conczm iC:, St'!lt(_ l bti� c.xpl(Jittd b'4== wts+-tt:r'l(,r,i �, ov;:h Vnt:-civ0[ . +rt�tii�) - Constr�djon. projects wuvld prornofe jabs -for tht roor.

As " �OV:(,ff\Mf.Qt proye,4 , r0il_toach a/so ht lped ::fus±:tr a. s:ens:e of-

. �0i:ionodjsm. tis 5bowo in docvmtn� i,, r-e1e.e15cd .bt: tlu Ofturn,.n �l2'1tJn m c-nt) Ii It-el\� · from tlY ptrsp,vtive of hope for �Cabam ;c. qa\n 0o_d polH:iu:tl t:t'ltranc.e l in � :bfN. �bu, ±hti, rjlobA/ inti vent,

b�d blt:b difhiniSh-<.d bit eu,_opmn ftcl111elt1WJ,-) _. ±ht _railroq,d -fron...

M tcc.o... :\:V M.ui in&, &k 'k ho� oo vs ll rn cA:B es , w o u 10 fost., r ez s ?n s � o f coo·rnwni:f:'t O\.u:o�s th.t: ORlr 6 �ru�m :6 rnvslim 1Midr.). In I�llfit-t AS

\Ntll, c<Ailtaqch wovld fost<.Y I}., Stns, of mtiVVltdism bdwun :t1:-vn,� ions o:f:: :tbt Svb C&nfi nt rt• ft5 $hovio io d,oov}'.>'.\U'\J 7-, th+ t,:,.ifrtJ�¢f


Circle the question number that you are answering on this page.

Circle one

IA

3 D� .3 2 or.3 or 4

in t iniiptrie>.,l Tu,,HV:-_ e,onouted fu rc�i Qn li\c.t, rwv« b:t.fo re , d v�

tu 1W -fat±: ±iv.,,t -for mes+- it$ hi5±0ot tu re�i"o� b-t.t n l�rr,J�c

tjt,(,f/\tra..li:ud 0n� eultU;talL't Jeptr�+" ( c,.up+· f,tf';t c,,mpirt.S /i)'...I.,,

fu- Mv�bAI)). IhJ. rlJ\ilroaJs. ,,· Gws+ impor±Ani:bJ=t. pravtd iv he a IY. iplvftool in rh-t dcvl\op°'eot oi o. &tton'i'· mil$Y1j,.· .As shown·," docv�wt 5 -- fA1rittin b* tin·· to�lifh pol1ti tAn lf�t-l'1= tn tncov,¥ �rifj�h a,il,tfkf!r

0cban an £.¥ pan s:ion i,, . w:f::-As ia ( not lvs± iceooc2M-i c), +ri · pr:(..vent Rv ssi"'h 4--0Mio""t/on - r�llroo&, cov\d b-1 vs:ed :to. h:"-ns:part- sal4i :c:..r s

• <Jvic"-� .· Thi) oubil-itj lnsvre.s abHify: _tv · wosot idtt:k. botainy t�c11.VJ@t 0:naf pto.f-tc+ .-ec,ono.roiC: 0na po\i:\'.tca\ in�GS:t--W�'-Y' -5fq,-fr -bvild;"t-11.cross IM¥ ri,.ion \i k· 5\w.wn- in. 0.0CtVl'htot' .4 ..


Circle the question number that you are answering on this page. . .

: . . .

Circle one

2 or 3 or 4

Ar Ni� eP-Flciq+ �,�e-i+ o-F- pe..oft.ul".��dr,, M l

./�., �w,d .. rf-"u.... Wo-l"ld �J ��<7 e-,ip,�. T� H:.e.,y

v'sG · c-F ¾ � �<?/,1� c.N'I be. � J /11 fk v� ,f-

f:w . -r-J/r-c,,J (N'l,I �as-. ·Pa,,r (� .-IMJ b,rfeJ e,,y,plfl:._r. l" . �.f:.re>-E,vr,,,.rq . +k ±-"" in @Id . �f?W1 e,czl� q [/o""'--4:J£,.c ,,,· HB "'1.fc.,-. Ur/I +n,, [- ·· · -1>-F +Lv.1 r �1-f-.,,,,..y M ti �

A1.PlpYU1t:::- d (i:tn:;J., tv,J puf�.

tvl J /11 P("'k- -h7 t,Ae,,-· ff,,£' bJt&tac e�ofles" a,,,tl e...ry,/o(-/-+ht /l11tf-vv"-,,f ·· re,s-�c,,,rc.e.f t-f;v..y �s�fed tv1lf r.-,4r/.r -fr,�flw.fy w,,J.. ,,v,c.k/y ···�� tt'"ff Nici r,,,w or,tl �,,,,_,v-,;,ctc-.J

·.' "P.l>Jf �J, '[)t,e,,V/V\.v,+ ·· ... 'I V a /VJ'! e ,r'·. � :/;i..,,�

he Ir- txF A--Fr-1 wt 47 J 4 '1ourl'". f:h(__ �l �Y C""'l � /utl i:,._y . -� (!, /'J +.,s '7 (1V] cf ,/-� ,M/: ( r,,,�cJ.r P � iA r' fl,�- �- . ._i,/( �f

. &k pl"V11te-J ·"M hvtt<t: ··· (Iv/- 111 I (q c� ,''/\ -/�,fq_ ,� PU>n .

�e-c-f- . t?'lf� � VW1 1 Suvf-'1 IJ..-fv,'� vvl-/-h

.. v,:f•re,pre,te.vr-,, e, �e 1�,,;.(A,,? cl j,.,,,, e�r4 f 1s-f, ,4-,.. ,,,, !'tvt p-e.r/1:j} .rli

i�c1�..r ·w""vf J t,,z,,� - �-HY br'Lb0,f-f-t.-d -�-11 ,f�,r, e p�" t>J r 1,v,,;,- s Y f'k,.,,, 41.,, ir w-r ,fh � B ri't- r .s-iJ Mrl

G,;.-,-,i M 5 �fe-:s- ;r_ + {11,,-p-V { J 4, 1-Vi& a I(" "'-<--d . .f:'.v- +1 rr f-er-



Mandatory. Circle one

2 or 3 or 4

fr1 art/ C-,,, fro/ �.,,,,,,_ � / ft'\ p � If f I .s+- tY c,v-V'(l l""\V1 tt I Pt>� f � ; f" --H'7",..,.., fJ.f'Y\<.,,,'f"-t R" ""�,,, A , Frvtei,, ,'f P C,),(ryloV' • or �+

. . . . Jr-..f;../ � / A ( 1/0 '1 l?Vld. N- · f rc,p �� d fl,,4" rf,,-.e_ r,,tt/ f r-o-a.-cJ .s

. w-ei,v{ J kt. If bf'/11 cP . � .&#� 1'-ry /��,e/f O v:1-. p-T 'po� cvt.J .

;-:::; . . \I

ft> N"IP�s M ..- (),1,/ � /-J- l _r fu · Ervt c '1 &�/1 �'ff Jt.Ay#

+ � . ·CP4.ftrvf+- . (, Q . . /Jt$ ,r c,·-v/ll�J fVr (o./1 ft, e;:JA;i'!ljj.€ · r,,,t/ 1),-,r/s-,· 1.7$( l'/Jc:re-4.I.I?<]

.f-w.. 11

// tl-e-$ o-f f �'HM?'

//1 � � ( 1 / �r.c., /'J!-r.? A>-;.// 0-r.

F �e-tt w'I� MN C4 < 1'.,,,'-'ML-J° t,,,pe.s- tt,_: t /i c.i-e,..-z$L, � -� + .

� r-,\/0"' ,,,,J f . r:v,,w//1 c9 .-v+. PF �r/ Co, &ti //l f-o � ·

. f� rv.(/Y1�+ . . ii,, rs- Wd'vld· �� t1vrk p,n-, lofe_ lt?y h;,i/<I/�� .Ct;t/(r-,qJs · 11v1d �,, Jr'Ue,ffr• /II.Cr--e4� �. p:..�. _p ·ft-u.fZl"t:4cJ1

J - A-.s- .s4� . ,. I . 9 f-.--rr::-, �i•' l.,y :Hee� � · '-tt:J"c,,-u""t.-1fs-,,, N r,.J...r · �-"''"

J-�� · -� p,wyy- "IAJ � (-H,,, · e1"P i-� l,..._fl/\/#fltH- �-f1�.s

4-vtAr· � p.re�. f/1 ,+A,../C(f.: ... · ... ·· ...

t7+-l,,u- ·,yvz{J/l'e-f ,�5/,u,s- ,/--hL,, e.l.)/),e·�PnS- � //f T"(re..sfe,d

i I\ � C/$� �F /--c..l I l'P pt r1.r .!f'� '1 �:r ,f-/,u. Ctu�� et,,1-J /Jrfo�.

J)4e,v�-Z. Is· 6 ��vrti -f, .&. /'(.Mt? �vr..,_ ,.,, lfl'�'7.

�r� by · · g <fy11.111S'iy �"lc..1,,( aJ,,n,e.,+r-A� P-v-- J�..s,f,{c.

;C�/Vt.S-. �-/1 l1: / ,f-k.-y �P"'"� fLt_4 by bvl {J1r1v·· nt/�t,trl.s:

l\Chlil• WI f / .f/'4-wr�J ,,,y �.;- h-e.., e..F/� �h'\ ·�·I" t:z;__pv+w � ::r:1:4,, ,r {s.e,, � � · ff,, � ifu-- �11 t'P�dr w1/J be: 11},.,./fe

�clq( � fhe.- l"AJ-- pe:.opk. M"r, ,;.,- --r-�j ��/� +--u4 +� tA/'Pvltl. b� t,H,,, f'h� t\--1 J. . lw,t:1 -+£/YI'? hl!/7 &fr

J-,, �- c,"'�t-r-vc-ft'',.,.,. o.t> -/'Plllr�-Pflj 0 1ke-- ltV19 -fi.A?f1'Y:.-, Ltk,,,,,s-.e..,,-�·�.


Ci_r�le the question number �at you are answering o� this page.

Mandatory

6) Circle one

2 or 3 or 4

IA Pocv�+ ;, . -f-1,u. 4¥�,- "19�$" H-vd-,; ''+p CeA�C.t-

tt &( lw:,Y )/I fltts- ce,.,2rwi r "1,fz.,,_ .+c:, �ol�- f-4.s-� f,..ft?�.S- �1</

- +et S�CIV' � 'e� �.p � c-,r,pt,,;: w-a,,/✓ - "� �.;,Nfl,/ .

4, � rl"�NJ e&rptre. T"'-L err;�� ,;, t-"'-<.

'l�- � i/1 dV"J(r.

-A,v-- M'4'II�� +� r!J-e--+-· -+- �tPt-·Ov1e/

;lv\L,/./11, er - -f-6Ly M� f--e I fhv-.. �e,,, � � "-v',,....._,ss-_.._,r --r-1

�If'(' �tf .r �" -fre,.. � +ht- J��1'-5 f'-"#f Lr hf �/. Tiu 4 � 1".Y_ et cf�/1.� + ll!!-f� wri +f.-tr, ,� · (l&J 3<-IIJ,r -

t1 J �SIIJ p. � . (?Jr;, f'� I � " j'q II /'YI.It d �, M p � .,-c;. e..S" to� · . �fg?ffa• f>�� ±� 1Rr1,9 o-ff1co1cr I � J C>f�hu0

l

/'ff!-� ( 1-½./ ""''/,...,,.,,Of . � IV f ,,,., ry V ..s:eJ '=, y

� eel{ Cr2!!1 J--s � JdM-cllf.fv,.,K,J h\ , Pt2i&v� f5 141J .S:

Po&-v�r . j.. 1.S 4' . ee+, -1-tcv, � wr,'1 -c-,.r/--.e_ �I r#V'J..f -1-

fk,.-. 13N trrftt cr"v,e.--,,..,� 111 (�b.6 Nlrf dlJdJre.-s-r-44 .· �-

..fr-,b � · 1¼l1f/ � J - cl., ;r f tM. cl t-w,.d - �"4i.,f e:-r=r♦IZ-e,,z,s

,.,,,_,../1,ff- C,,I� J� ;"eJ-fec,f W½ et-1, -+--n,,,15., T�.Y c:C ... ..1t,1, ll �fl,,.t_ l"'/YVVe5" �� 11!,,�/ 1±½: W�nrr:v-..r P..� f'1e- 1NitJJfL_ ,

,,-;" C � -- , f'l_,...,.� , re.-rc,,--,"l'Jc? -1-o f� fr.,v,sf�-tv-, � ff,.,,ve s

A..tA,-rf � �+re 'c-e-"1# Th£ 'JJ?�(/�+- ,e�.,. to ' .



Mandatory

(1). Circle one

2 or 3 or 4

i} Llvr s-�flil, I /Vl p�tr,J,� c �e (,,P-4 v..P...P.,c/e,,f- {f,vdlq '1:;,. Tw.r

Poe-v4�-t is -f\-->M · 51 r H�rY. J/()/'IV!w,1 �A ru�usl, ptYtl+l'cr41 ·

j(1 (f"( i,A,o �S' ,J.rse,v$�ft1J' 1'� 'r�s- �/�V"/-v, fl-oJ.l""o-.d

Pvtrl ·1f--5' .lo�/lo..:FJf-..r Ji, g\;.,,Ss-/e, (ky ti J_,.._.i,..;/,,A.&y � 0�

fMfrl-,ft.r+ p0�

· �..f-m eir ·C4/-zrJe:-s- �,y lM·(-'-4'tr,,,(J�-f /\.11tf-,-.,.J" 1tt.s �I ._;I"

· .le,e,,-f+v- /y__,zeo.rt,±"?J & ---�- 01etM---.P A;'W � p-ec,.p�

wW lc.: -,,-f- � � ,,,/.,,It�- -r,',-.e. . �� eh, ,s:r tv,J- � �


. Circle the question number that you are answeri�g on this page.

I C!2

wry

I 2 �;c

; 0

:r 4 I

IC

I of: 2--·

. . In A�co-£vrosra} be.i-een 18'& and. \G) 13 [airr� <D"e..ot-1'/ · ��Q-1-kd . -h-w.. Proee.ss cl 5-r<->ire.- Bu'.itd\r,9_ The_·_ use Or<!

U!>'.)�)'-k<.Avf.1 <Y'I _Cf. C'o�-,r�.s d,��- So·. b1 0\�\,:9 · d �en+ [�9\.oC\S D{. k- CM:x',d • \c\.kJ"o.CA-l (?cc)t.}1 le fe,_t \0-\?fe..

: _. -lronp� tf 0� a uoc..µe�. � � ,iv t,,..ti I(')

� drew Ide�· �. u'Mb\+{uro ke.�r. \<O\l�o�· exA>l"deJ a,, +k

G..:,cty +c&-n Co\ro -lo Cope-t:,c.,0" �� Ofr\ ro c5' °'GXt.tpte. o\G'. h�c.-0 '. �h:x:tr&'�' Co.\lc:oo.�.s fV'a.de � Cvorfd.. . .

9eoPt e. · o� � Gt.x,cl � ·. Ouue.: br ov9�t- �-lh.r · by(ol-fro<:>s!.s, If) doc.-· ,.Z

)·. It- IS S-la�J �� C'o�lq-oti1_f_�s

4-i,,cPI· vJ�re,; . Pr C.(C,f t w //.'/ �c:>uJ'l -lo . eac1;o� � . f°lrot t'/ . .ff'\Q.9 � . . ·. 'clr6v'" .fo.9e,�c be,-k,.t.e'2A w,;_,,...,,on

· Id eul.5 · Ocd O�\:A .J. t Di\l u0·, .\.'-"' Q.IJ Of . ,.s Col,r\t{fV SuCh. -- . J . .

- G6 · lnd,u �ete. �tc½d '"-i-o o un\+le� S°-fo.+e,Jos.. 0 · be2"'��{c.lu1,· Col.U2. c:::f Co\lc-ooJs'. D:x;: Jlc Sues,es·H

:--l¼().,¼- .J-i-.e_ . rcti/roetdS lceef-- ·.+4_ d \ �mt- r eo lof\S '"' 6.Jn�Gb ·. --k,e_y · � ·bu., I+ FroM· f0Yic>\f'�l'9. bor�,c.- ·C.01#, �).f((\ut

Onl ef4ct, <-e, · s +e-R5.

3 · SUf?R)es� -!ha+ -1-k_· fo.\\fo�S h� �e, bw I+ ft-QT'l

Oom� , :lo �G.CJ {Pr-oeoJeJ)�l� O\\ow +a"· · MLJSJ fms 1o hut,e �� <;oorc:e.. 6f tre@?<!:>C-b.t\Ch. �

R10,0M01� test� tS ·· Cto)n_;) fue-tsn St\ i fJ Of. r \ �\r� en

�I l �,, Ch 0-ere.. h�-1,QAe · Ord P,,ode Mu.J 1 ,'MJ'


Circle the question number that you are answering on this page. l (

I Mwry I 2 �cl;o:r 4 I 2 of l

. -

Sob?e.ete.tl- ·-b hLJ.<"'�l / o+ .' on .. ·PoG '¥I L/3

Wh' Ch 1

ce.e(e�er-t.50

mop o� h · Re>-,to...rJ'/ l"f'Co(:Q � Co.tro · �\...,c�

0-itS

oe_ -b

Pcc::e� wo. A

rc�,�v \4-\t,ove"' ·

frotv2ne,uar

-fuwl Co-\ro aLJ

�\Ii" �

� -(,._av

ro-H taod4.o

(;(,.P0-.Je>LJ.l

. � � fr0u�t!,<?J - I�- dt� '4e,nce,J o,&_ e<:JSI - In

.

±cc8)Qe)C!:µ�i�J cryi1cl<':) s; 5@•

l+ lo�5

�,.f.\"cio1 __

_ tbek.u€�

Q;\..A2t, bn+\�

deso J �

krrHa-:J½L

. . ro-�1�>1

f<CJ-i1C:..:X:, '15 b,JecJ-1"9

101 � ()r\J_. \o/\_9 �unicS ��

o L ? Cdc--&±{O.f,+lon. -rem,

' �+-- �s -../t-,a.+.�

� �� )

Qaeu:�},- i1 I . arso·

6�, 1-&16 of �se. Co\\<.,U<1--.Y.f Cugx,,aJd � (.)rot,�

0 s�

Sw�n�\Ju.Goe

- (bS z.�;oJho.

\ �·1 � .-�

Ot · :<A C).

�le.. ( rSe :·

� d)'f'GbS+-:I

Re. '. 8:?oc

��kAA

PrcJPoSec!. �\>� Os �! "9..s- ·cofYJPcJred ('c,.H(0Ju)/.5 -1o-ke.. · 0nzaf-CV�IJ ·Su,-Jir9 la ./.er '?)g.rerottO/ls

. u..mul� �\�t-r

b,, 1n

SueeoN5ob1.t..

-{or

+h\S:

)

QA5.&,til?,5ktt\Q9

�

fhu4.

\?

'.

o-' �a�

\ �

(VloAQS · 'll S -1-kse.

0-

Of-

\ ft>JI

\cw�

-k-0<\S CJJtJ

t.4-

':/ Ct-\J

'S .

H

W«>u.

t

Mu.t (0.;+4

�

C\-1

� �

� c!., \n

o>l «so.Ur

'H-i (),$ (Yb.Ssc.6

CA W�(;.Uk

i

��I ·

Qzt �

OUowEd

ves, Ct

.

and, �v-.\-le_

>' . · a-Ct-

Qo�r . .

k> l I

d .. It-

O\?wt" ro .J.. i ��

· . W'Cc:>�

w

Co-Ho�

)

t thou-1-

au(!'�

be� �•

f"\(&UfV'!";

s

·�PQ,�e1e CA>l:,a, 6-Je<e. . � � QQU<::>k � t� �

Qt{ d!- �1J leo.4 � i

0ree,i4-Q,Utf\

odX,°'"'c.g,s Ct.5�� FroM - ·

·

�)� Ll90-�f' (vb\c:�'"9 . �-\- �,�,�\<.ti.


AP® WORLD HISTORY 2018 SCORING COMMENTARY


Question 1 — Document-Based Question

Overview

The intent of this question was to assess students’ ability to articulate and defend an argument based on historical documents. This DBQ asked students to evaluate the extent to which railroads affected the process of empire-building in Afro-Eurasia between 1860 and 1918. The question addressed Key Concepts 5.1, 5.2, 5.4, 6.1, and 6.2 of the AP World History Curriculum Framework, with a particular focus on the topics of imperialism and nationalism, technologies associated with industrialization and their political effects, and international political and economic rivalries in the late nineteenth century. The question primarily addressed the historical reasoning skills of Causation and Contextualization and the disciplinary practices of Analyzing Historical Evidence (primary sources) and Argument Development. The seven documents provided students with opportunities to examine the effects of railroads on empire-building from a wide variety of angles and frames of historical inquiry (political history, economic history, social history). The documents were written from multiple perspectives, including those of overseas European empires (British and French), an expanding overland empire (Russia), and Asian empires (Qing China and the Ottoman Empire) seeking to use railroads in their own modernization programs and to forestall European encroachment. The documents also provided perspectives of both colonizers and colonial subjects and addressed major interimperial rivalries, such as the Scramble for Africa and the Great Game.

Sample: 1A Score: 6

The response earned 1 point for thesis/claim because it claims that railroads served the empire-building project by transporting people (including soldiers) and ideologies like racism or nationalism.

The response earned 1 point for contextualization in the second paragraph because it describes a broader historical context of navigational, industrial, and transport technology relevant to the role of railroads in the process of empire-building in Afro-Eurasia in the nineteenth and twentieth centuries.

The response earned 2 points for using evidence from the documents because all seven documents are used to support an argument in response to the prompt. The response earned 1 point for using evidence beyond the documents because it discusses the use of railroads and the spread of British culture and empire in the specific instance of the British Raj.

The response earned 1 point for document sourcing because it explains for documents 1, 6, 2, 3, 7, and 5 how the documents’ purpose, audience, point of view, or historical situation is relevant to the argument. The response discusses the historical situation of these documents by linking them to background developments like social Darwinism, the Berlin Conference, Japanese industrialization, diminishing Ottoman influence, South Asian decentralized traditions, and English/Russian rivalry.

The response did not earn the point for demonstrating a complex understanding because although it introduces some limited nuance in sourcing discussion for individual documents, the complexity of the argument as a whole is insufficient. The central claim about railroads helping to strengthen the empire is a fairly simple argument. It is certainly plausible, but nonetheless lacking the complex qualification or interrelated corroboration that




characterizes the more complex responses to this prompt. Furthermore, the abrupt and occasionally absent transitions between documents and ideas detract from the response’s ability to present a coherent and complex argument.

Thesis: 1 Contextualization: 1 Evidence: 3 Analysis and Reasoning: 1

Sample: 1B Score: 4

The response earned 1 point for thesis/claim because it claims that railroads promoted greater centralized control of movement in the empire.

The response earned 1 point for contextualization because it describes a broader historical context of transportation technology and European expansion relevant to the role of railroads in the process of empire- building in Afro-Eurasia in the nineteenth and twentieth centuries.

The response earned 2 points for using evidence from the documents because, although document 7 is absent from the essay, the remaining six documents are used to support an argument in response to the prompt. The response did not earn the point for using evidence beyond the documents because the nondocument discussion in this essay is quite limited and mostly lacking in specific historical evidence; the tangential reference to the Middle Passage is only loosely connected to the topic of the essay.

The response did not earn the point for document sourcing because although it analyzes the sourcing of document 4 and attempts to analyze the sourcing of document 6, it does not meet the required three-document threshold for this point.

The response did not earn the point for demonstrating a complex understanding because the mechanical links between documentary evidence and the thesis of the essay only demonstrate a straightforward, competent argumentation lacking in nuance.


Sample: 1C Score: 2

The response earned 1 point for thesis/claim because it claims in the introduction that railroads benefited empire- building by promoting interregional interaction, creating jobs, and providing transportation.

The response did not earn the point for contextualization because it is not attempted.

The response earned 1 point for using evidence from the documents because, although the contents of documents 2, 3, 6, and 7 are used to address the topic, only documents 4 and 7 are used to support an argument




in response to the prompt. The response did not earn the point for using evidence beyond the documents because it is not attempted.

The response did not earn the point for document sourcing because it is not attempted.

The response did not earn the point for demonstrating a complex understanding because it is not attempted.
