Advanced Placement World
County Exam Review
This APWH County Exam Review is designed to reinforce the APWH Blueprint.
Exam Format: The exam consists of seventy multiple-choice questions. Each question has four possible
responses. The exam covers
1. APWH Themes (There are questions about themes.)
a. Crafting Historical Arguments from Historical Evidence
b. Chronological Reasoning
c. Comparison and Contextualization
d. Historical Interpretation and Synthesis
2. APWH Historical Thinking Skills
a. Interaction Between Humans and the Environment
b. Development and Interaction of Cultures
c. State-Building, Expansion and Conflict
d. Creation, Expansion, and Interaction of Economic Systems
e. Development and Transformation of Social Structures
3. APWH Free Response Questions Rubrics
4. Periodizations
To 600 BCE
600 BCE to 600CE
600 CE to 1450CE
1450 CE to 1750 CE
Periodization to 600 BCE
Students need to under the significance of the Neolithic Revolution.
Students need to be able to determine when governments development.
Students need to be able to recall the impact of surplus products on Neolithic Communities.
Students need to understand the disputes that led to the establishment of governments in
Neolithic Communities.
Students need to be able to recall how the geography of Mesopotamia differed from that of
Egypt and the effects geography had on each civilization.
Students need to recognize the writing systems of the four ancient river valley civilizations.
600 BCE to 600CE
Students need to be able to recall what event(s) distinguish European and East Asian Classical
and Neoclassical time periods.
Advanced Placement World
County Exam Review
Students need to know what intra and interregional trade routes (and products exchanged) that
existed at the end of the Periodization.
Students need to identify ways man changes his environment to accommodate trade.
Students need to compare and contrast the Bantu and Indo-European migrations.
Students need to be able to recall why Buddhism is considered an “export religion” in what
areas of the world did Buddhism take root and why.
Students need to be able to recall modern-day evidence of Hellenism and the extent of the
Hellenistic World.
Students need to be able to recall which areas of the world developed City-States instead of
Empires and why.
Students need to understand the relationship between Imperial, Imperium, Empire and Emperor
Students need to know the basic tenets, and founders of Polytheism, Judaism, Christianity,
Islam, Hinduism, Confucianism, Legalism, Taoism, Jainism and Buddhism
Students need to know the general circumstances that existed when each of the above religions
was founded. For example Jainism and Buddhism were alternatives to Hinduism.
Students need to be able to recall similarities among religions originating in South Asia.
Students need to recall how Greeks and Roman advancements in theatre and the arts reflected
their civilizations.
Students need to recognize architectural styles and symbols associated with each religion.
Students need to be able to contrast the Roman and Han Empires in terms of external problems
that resulted from security issues along their frontiers, including the threat of invasions.
Students need to be able to recognize examples of administrative institutions from China,
Persia, Rome or South Asia
Students need to be able to explain the Chinese Dynastic Cycle including the Mandate of
Heaven.
Advanced Placement World
County Exam Review
Students need to understand techniques that Imperial governments used to control large areas
of land.
Students need to be able to give specific evidence that reflects intraregional and interregional
trade during the period.
Students need to be able to compare and contrast the political institutions of Han China and the
Roman Empire.
600 CE to 1450 CE
Students need to be able to recognize basic responsibilities of European feudal contracts.
Students need to understand different agricultural methods including; three-field system,
terracing, slash and burn, crop rotation and the qanat system.
Students need to be able to recall the immediate cause and immediate effects of the 11th
Century Christian Schism (1056).
Students need to know the directions of the Indian Ocean monsoon winds and how the winds
affected trade.
Students need to be able to recall what is meant by veneration of the dead and its purpose
within religious needs.
Students need to know what facilitated the spreading of religions during the time period.
Students need to know the relationship between the Vedic Religion and the Upanishads.
Students need to be able to recognize the artistic designs of Christian and Islamic places of
worship.
Students need to describe the difference between European and African Slave Systems during
the Periodization.
Students need to recall the differences in the development of West and East African societies
during the Periodization.
Students need to be able to recall the causes and effects of Viking migration during the
Periodization.
Students need to be able to recall the origins, route and effects of the 14th Century Plague.
Advanced Placement World
County Exam Review
Students need to be able to recall the relationship of Marco Polo and the Court of Kublai Khan.
Students need to be able to recall the immediate and long-term effects of the Christian
Crusades.
Students need to be able to recall trade routes that existed prior to the end of the Periodization.
Students need to know the purpose Zheng He’s voyages and why the Ming terminated his
Seventh voyage.
1450 CE to 1750 CE
Students need to compare the domestic and factory systems of productions including specific
products associated with the domestic system of production.
Students need to be able to compare South Asia and the Americas examples of administrative
institutions.
Students need to be able to recall how China strengthened its patriarchal control over women
during the periods of the Tang and Song.
Students need to understand the Yellow Horde and how it differed from other areas of the
Mongol Empire.
Students need to be able to recognize the extent of the Mongol Empire under the rule of
Genghis Khan and Kublai Khan.
Students need to be able to understand how the Ottoman’s relationship with Christian Towns
and Villages differed from the Seljuk.
Students need to be able to contrast the culture of the Inca to any European Nation State.
Students need to be able to recognize the outline of an Arabic Dhow, Chinese Junk and
European Galleon. Students should also be able to recall which trade routes (Atlantic, Indian
and Pacific) each would have been used.
Students need to be able to recall Chinese inventions (during the time period) that changed
long-distant oceanic travel, records-keeping and warfare.
Students need to be able to distinguish how the Tang and Song used Confucianism.
Advanced Placement World
County Exam Review
Students need to be able to understand how Vietnamese rice farming differed from traditional
Chinese rice farming.
Student need to know how Renaissance art differ from earlier art techniques.