AP World History - Overview
What exactly is AP World History? Let’s start with how the course is created.
Like all AP courses, APWH is created by the College Board, a not-for-profit organization that also
creates the SAT. Each AP course is designed by a Test Development Committee of ~8 high school
teachers and college professors who have years of experience teaching this course. (I served on this
committee from 2008-2010) This Test Development Committee also designs the Exam given each May.
Last year approximately 240,000 students took this exam.
Philosophy of AP World History
If you were going to design a world history course, how would you decide what is “important enough”
to include in the course? Would you pick a set of important names, dates, and events, or concentrate
more on trends that affect the greatest number of people? As the Test Development Committee says,
“The purpose of the AP World History course is to develop greater understanding of
the evolution of global processes and contacts, in interaction with different types of
human societies. This understanding is achieved through a combination of selective
factual knowledge and appropriate analytical skills.”1
Note that APWH stresses both “selective factual knowledge” and “appropriate analytical skills.” Why
not just one or the other? Factual knowledge alone would create a course that is little more than rote
memorization of facts, without necessarily any real understanding or interpretation of those facts. Given
that AP courses should be the same difficulty as a college-level course, AP students are required to
demonstrate college-level thinking skills. Only when you combine the “selective factual knowledge”
and the “appropriate analytical skills” do you have the necessary ingredients for an AP course. So,
history is part fact and part interpretation. Memorizing facts is relatively easy. Learning to interpret
facts is much more difficult. The Test Development Committee calls these interpretation skills
“Historical Thinking Skills.”
Historical Thinking Skills, or “Why should I study world history?”
Every reading, assignment, essay, etc. should develop one or more of these skills.
Historical Thinking Skills
Name of Skill
(Prerequisite)
Content Knowledge
1
Description
Deep knowledge of a great deal of information— names, chronology,
facts, events, etc.
Crafting Historical Arguments From Historical Evidence
Historical • Make an argument that is:
argumentation
• Based on evidence
• Acknowledges both pro- & con- evidence
• Has a Clear Thesis
• Evaluate other peoples’ arguments
Appropriate use of • Use evidence to support arguments.
relevant historical evidence • Understand the context & limitations of evidence
1
AP World History 2006-07 Course Description, p. 3.
http://apcentral.collegeboard.com/apc/public/repository/05821apcoursdescworld_4332.pdf
Sect. 1 - p. 1
2
AP World History - Overview
2 Chronological Reasoning
Historical • Relationship between causes & effects: Short-term vs. Long-term
Causation • Difference among Causation, Coincidence & Correlation
Patterns of Continuity • Recognize, analyze & evaluate patterns of change/continuity
& Change Over Time • Relate patterns to larger historical processes/themes.
Periodization •
•
•
•
Construct models of historical periodization
Realize that the choice of specific dates is subjective
Periodization changes a historical narrative.
Historians’ themselves are subjective & fallible
3 Comparison and Contextualization
Comparison
• Compare multiple historical developments
• Within one society
• Between different societies
• In different time periods or places
• Compare multiple perspectives on one topic.
Contextualization • Connect developments to specific time and place,
• Connect developments to broader processes.
4. Historical Interpretation and Synthesis
Interpretation • Evaluate others’ interpretations of history.
• Consider evidence, reasoning, contexts, points of view, & frames of
reference.
Synthesis •
•
•
•
Apply all of the Historical Thinking Skills
Draw on ideas from different fields or disciplines
Creatively fusing disparate, and perhaps contradictory evidence
Apply insights to other historical contexts or circumstances,
including the present.
These Historical Thinking Skills are the real purpose for the APWH course. APWH’s content will
(obviously) be historical examples, but the skills you will learn will be transferable to a multitude of
other scenarios.
Themes, or “How does AP categorize historical topics?”
The Historical Thinking Skills answer the question of “How should world history be studied?” Another
crucial question is, “How can I possibly remember all the ‘stuff’ I’ll learn?” Rather than try to create
and memorize a boring list of 1,000 individual facts, APWH defines categories, called “Themes” that
help you see the patterns referred to by the Historical Thinking Skills. Each of these themes are equally
important, that is, they will be tested equally on the exam.
Sect. 1 - p. 2
AP World History - Overview
Themes
Simplified Paraphrase
#
Official Description
and typical questions this theme asks
Interaction between humans & the
environment
1 • Demography and disease
• Migration
• Patterns of settlement
• Technology
Human-Environment Interaction
How do humans deal with disease?
Where do humans live, and why do they live there
instead of somewhere else?
How do humans use technology to help them live?
Development and interaction of cultures
• Religions
2
• Belief systems, philosophies, ideologies
• Science and technology
• The arts and architecture
Cultures
How do humans develop religion?
How do different societies use technology in
relation to other societies?
How do humans express themselves artistically?
State-building, expansion, and conflict
• Political structures, forms of governance
• Empires
3
• Nations and nationalism
• Revolts and revolution
• Regional, transregional, and global
structures and organizations
Politics
How do humans establish order, govern themselves,
and create political “units?”
How do political units expand, and what happens
when conflict arises?
What are the different types of political units around
the world?
Creation, expansion, and interaction of
economic systems
• Agricultural and pastoral production
4
• Trade and commerce
• Labor Systems
• Industrialization
• Capitalism and socialism
Economic Systems
How do humans create and manage resources to
improve their quality of life?
How do humans organize their work to maximize
their efforts?
Development & transformation of social
structures
• Gender roles and relations
5 • Family and kinship
• Racial and ethnic constructions
• Social and economic classes
Social Structures
How do men and women share the work?
How is the family structured, and what role does
family play in everyday life?
How does this society think of race and/or
ethnicity?
What are the differences between high- and lowranking members of society?
Sect. 1 - p. 3
3
4
AP World History - Overview
Periodization, the “When”
Learning and remembering all relevant info in world history can seem a daunting task. One way to help
make the task easier is to organize all historical content into different chronological eras, called
“periods.” The process of organizing is thus called “periodization.” AP World History divides history
into six different periods, with each period being equally emphasized in the APWH course.
Many students feel that they must memorize the dates of all historical events. While you do NOT have
to memorize the exact date of every event in world history, you should have an approximate idea of
most historical events. The definition of “approximate” varies by era, but you should definitely be able
to place each event into the correct period. For ancient events aim to place events in the correct century.
The closer one gets to the present, the more precise you should aim for. For the 20th century, you should
strive to place events in the correct year.
Sect. 1 - p. 4
AP World History - Overview
5
Geography, the “Where”
Students must know some basic geography in order to answer APWH questions. Both multiple choice
and essay questions will require knowledge of geographic continents, concepts and world regions. There
is no such thing as a comprehensive “list” of every world region, but experience has shown that too
many students misidentify too much of the world. (e.g. they write embarrassing things like, “the country
of Africa”) AP World History therefore identifies the most commonly mis-identified regions.
World Regions
Note: You are welcome to disagree with APWH’s definitions/labeling of these continents/regions, but in
this course these are the only acceptable definitions. (e.g. South Asia includes India but not Thailand, no
matter what other sources tell you.)
Key Concepts: or “What ‘stuff’ (content) do I need to learn?”
Studying history is a perpetually humbling experience. No matter how much you learn, there’s always
far more to learn. Since there’s no way to “learn everything,” AP has chosen 19 important developments
that historians consider to be the “most important” in world history. AP’s name for these developments
is “Key Concepts.” Note that the term is “concept,” not “events,” “dates,” or “names.” There are many
examples of each Key Concept in history. AP World History requires students to learn at least one
(sometimes more) example(s) of each Key Concepts, but not every example. (Phew!) You’ll learn the
precise details re: what content the Key Concepts contain, but for now just rest assured that by the time
you’ve finished this course you will have learned both the “big picture” of world history and many,
many examples of how that “big picture” has occurred.
Multiple Choice questions require students to recognize patterns in/examples of Key Concepts, but will
not require students to know all such patterns/examples. You should be able to use your knowledge of
the characteristics of each Key Concept, along with knowing more detailed knowledge of at least one
example of that Key Concept to answer each multiple choice question.
Sect. 1 - p. 5
6
AP World History - Overview
This may not make much sense until you actually see a multiple choice question and how it requires
knowledge of a Key Concept, regardless of which example(s) you learned. See the “Multiple Choice
Section” on p. 10 for more on this important
The Exam
The APWH exam is divided into two major sections: the Multiple Choice, & Free Response (Essays).
Multiple
Choice
Weight
50% of
Exam
# of
Questions
70
Time
Allowed
55 minutes
Free Response (Essay) Section
50% of Exam
5-10 minute break
Section
Suggested ~ 45 seconds
per question
Pace
16.67% of Exam
16.67% of Exam
16.67% of Exam
EBQ
(Evidence Based
Question)
CCOT
(Continuity &
Change Over Time)
Comparative
(Compare and
Contrast)
10 minute mandatory reading & essay planning period,
then 120 self-budgeted minutes to write all 3 essays.
40-45 minutes
35-40 minutes
35-40 minutes
In the end, the multiple choice and essay section scores are added up to a Final Score of 5, 4, 3, 2, or 1.
(5 is the highest) Some colleges and universities award credit, advanced placement, and/or preference in
admissions for AP scores, although each college/university sets their own policy re: the specifics.2 In
general, each of the numerical Final Scores translate to:
5 = Extremely Well Qualified
4 = Well Qualified
3 = Qualified
2 = Possibly Qualified
1 = No Recommendation
I’ll show much more detail on how students’ scores are calculated after the beginning of the year.
2
Go to http://collegesearch.collegeboard.com/apcreditpolicy/index.jsp to see the AP policy of a particular
college or university.
Sect. 1 - p. 6
AP World History - Overview
7
The Multiple Choice Section
APWH multiple choice questions are usually more difficult than the typical multiple choice questions
you are used to.
“Regular” Question
1. When was World War I?
(A) 1903-1912
(B) 1912-1919
(C) 1914-1918
(D) 1914-1922
Correct answer: (C)
AP-level Question
1. Which of the following accurately compares the motives for fighting
World War I and World War II?
(A) Imperialism was a major motive in World War I but not in World War
II, as most colonial empires had already emancipated their colonial
possessions.
(B) In World War II the armies were more focused on killing the enemy’s
uniformed army than civilian population, resulting in fewer noncombatant casualties than in World War I.
(C) The desire to develop new military technologies was a major factor in
World War I, but played only a minor role in World War II.
(D) In World War II racist attitudes played a major role, while in World
War I nationalism was a bigger motivation.
Correct Answer: (D)3
Note several differences between these two examples:
1. AP questions are much more difficult than what you’re used to. In order to answer a question like
this you’d need to possess both substantial factual knowledge and a nuanced awareness of subtle
trends spanning multiple chapters in the textbook. (In other words, this is an example of exactly
what the “Historical Thinking Skills” are meant to make you to do! () You can’t “memorize” the
answer to most AP-style questions because the answer is often a complex set of facts and trends
scattered over 30-50 pages in your textbook, not just a simple, single fact or date. “The answer” to
a multiple choice question will not be on a specific page in the textbook, but a complex set of
trends and facts. Memorizing hundreds of “flash cards” won’t help you much, if at all.
a. Result #1: You will need to develop entirely new, deeper and more substantial study habits
than you’ve used in previous courses.
b. Result #2: You must do the reading assignments and class activities. You will not be able to
“fake” any lack of knowledge by just “being smart” and “guessing well.” Each year I ask my
AP students to give some advice to the next year’s students. Guess what the overwhelming #1
piece of advice is: Do the Reading!
2. AP answers are much longer and more complex. By the time you finish reading the last answer
you may find it difficult to remember the question!
3
Don’t feel bad if you answered incorrectly. (
Sect. 1 - p. 7
8
AP World History - Overview
The Free Response (Essay) Section
There are three essay questions. (officially called “Free Response” Questions) They are the
• Evidence Based Question (EBQ)
• Continuity & Change Over Time (CCOT), and
• Comparative (sometimes called the “Compare and Contrast”)
Each question requires you to demonstrate different skills and knowledge, and each is graded on a
different rubric. You should familiarize yourself thoroughly with the rubrics used to grade each of these
essays. Here’s just a quick summary to give you an overview of what to expect.
The Evidence Based Question (EBQ)
The purpose of the EBQ is to test students’ ability to do what professional historians actually do: use
and interpret historical evidence/information to make conclusions based on that evidence. It is NOT a
test of students’ knowledge (you’re not expected to know anything about the topic before the exam) but
rather at test of students skills to perform a variety of analytical tasks.
The Continuity and Change Over Time Question (CCOT)
Fundamentally, every piece of historical information can be sorted into “that which changed” and “that
which stayed the same” categories. The CCOT question requires students to analyze both changes and
continuities two ways: chronologically (say, from 1450-1750 C.E.) and geographically. (compare
events in one region to events on a larger, global scale during the same time period) This essay has
traditionally been the most difficult for students because it requires students to not only “know”
historical facts, but be able to “place” each known fact into the correct chronological and geographical
category in comparison to all other known facts. Additionally, the CCOT asks students to analyze why
certain changes and/or continuities occurred.
The Comparative Question
The comparative question is one with which most students are familiar. APWH uses the verb “compare”
to mean both “find the similarities and differences.” (what some students think of as “compare and
contrast”) Questions often choose different geographical regions and ask students to analyze two or
more characteristics from those regions. Like the CCOT, the Comparative question also asks students to
analyze why certain similarities and/or differences exist between the two regions.
Each Essay Question is graded according to a separate rubric. The maximum score for each essay is 9,
but most students score well below that.
One Last Comment
I think the most valuable aspect of this course is that you will have a ton of fun while you work your tail
off learning a lot about the history of the world, all of which enables you to become a better, more
mature and educated citizen capable of making intelligent and thoughtful decisions.
Sect. 1 - p. 8
What IS AP World History?

AP World History
“Philosophy”
& Course Structure
Let’s start with what AP is not …
Bill Strickland
East Grand Rapids High School, Michigan
bstrickl@egrps.org
http://moodle.egrps.org//course/view.php?id=136
APWH “Philosophy” & Structure
 Essential

APWH “Philosophy” & Structure
 Essential
to understand how APWH is NOT a


Studies” theme-based World History
 Western Civilization “Plus” (European history +
units on China, India, etc.)
Theme = migration, conflict, globalization, etc.
Disadvantage: Vague & incomplete


APWH “Philosophy” & Structure
 Essential
to understand how APWH is NOT
 “Social
“Social Studies” theme-based World History
Familiar to most teachers and society
Inaccurate scholarship and inappropriate pedagogy
APWH “Philosophy” & Structure
to understand how APWH is NOT a
 Essential
 “Social
Studies” theme-based World History
 Western Civilization “Plus”
 “Regional Studies” World History or Geography
to understand how APWH is NOT
 “Social
Studies” theme-based World History
 Western Civilization “Plus”
 “Regional Studies” World History or Geography
Strengths:
 In depth analysis of several regions (Middle East,
Latin America, East Asia, etc.)
 Allows for cross-regional comparisons
 Disadvantages:
 Difficult for students to compare regions during a
specific point in time
 Students tend to see “regions” as fixed and absolute

Sect. 1 - p. 9
1
So what is AP World History?

So what is AP World History?
Global and Comparative Integration
Global and Comparative Integration

 Spatial:
Compare regional events to global.
 Temporal: Compare events through multiple
eras
 Advantages:
 Spatial:
eras
 Disadvantages:
Requires students to master historical content and
cognitive skills, seeing patterns through time and
space.
 Not a “memorization of factoids” course (blech!)
Unfamiliar to teachers (this is not like any history
course you took in college!)
 Not reflected in older textbooks (though newer texts
are much better)


So where do I get info on how to
create & teach AP World History?


OK, <gulp> so …
How do I structure such a course?
From the College Board on AP Central
 Home
Compare regional events to global.
Compare events through multiple
 Temporal:

page http://apcentral.collegeboard.com
Use the CED. It is the course, the exam,
everything.
AP World History Home Page
 http://apcentral.collegeboard.com/apc/public/
courses/teachers_corner/4484.html

The Course & Exam Description (CED)
(this replaces the former “Acorn Book”)
 http://media.collegeboard.com/digitalServices/pdf/ap/
AP_World_HistoryCED.pdf
CED Periods/Eras
Era
CED Tools
Dates (c.)
% of ?s
8,000 –
600 BCE
5%
2. Organization and Reorganization of
Human Societies
600 BCE –
600 CE
15%
3. Regional and Transregional
Interactions
600 – 1450
20%
4. Global Interactions
1450 – 1750
20%
5. Industrialization and Global Integration
1750 – 1900
20%
1900 – present
20%
1. Technological and Environmental
Transformations
6. Accelerating Global Change and
Realignments


Chronological Periods/Eras
Themes
1
Interaction between humans & environment




Sect. 1 - p. 10
Demography and disease
Migration
Patterns of settlement
Technology
2
CED Tools


CED Tools
Chronological Periods/Eras
Themes


1
Human-Environment Interaction
 2 Development and interaction of cultures




Chronological Periods/Eras
Themes
1
Human-Environment Interaction
Cultures
 3 State-building, expansion, and conflict
2
Religions
Belief systems, philosophies, and ideologies
Science and technology
The arts and architecture





CED Tools


CED Tools

Chronological Periods/Eras
Themes

Human-Environment Interaction
Cultures
 3 Politics
 4 Creation, expansion, interaction of economic
systems
Human-Environment Interaction
 2 Cultures
 3 State-building, expansion, and conflict




Chronological Periods/Eras
Themes
1
1

2
Political structures and forms of governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, trans-regional, and global structures and
organizations





CED Tools




Human-Environment Interaction
Cultures
 3 Politics
 4 Economics
 5 Social
Human-Environment Interaction
 2 Cultures
 3 Politics
 4 Economics
 5 Development & transformation of social structures


Chronological Periods/Eras
Themes
1
1

Agricultural and pastoral production
Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
CED Tools
Chronological Periods/Eras
Themes

Political structures and forms of governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, trans-regional, and global structures and
organizations
2
Gender roles and relations
Family and kinship
Racial and ethnic constructions
Social and economic classes
Each Theme should receive equal emphasis (20%)
“The traditional political narrative
is an inappropriate model for this course”
Sect. 1 - p. 11
3
CED Tools



Regions Most Commonly Misidentified
Chronological Eras
Themes
Map of Commonly Misidentified Geographic
Regions
 This
is not a list of all regions, just those that students
often misidentify and hurt their own score. (so
teachers should be sure to nail these down so their
students can avoid obvious mistakes)
Tools
Tools




Chronological Periods/Eras
Themes
Geographic Regions Map
Historical Thinking Skills
Chronological Eras
Themes
 Geographic Regions Map
 Historical Thinking Skills
 Curriculum Framework


 The
real purpose of the course! “Historical Thinking
Skills” is just fancy phrase for the lifelong “cognitive
skills” that students should have by the time they
finish the course.
 Key
Concepts spell out both required and
illustrative/suggested content.
Pedagogy

Pedagogy
“AP” (by definition) is a college freshman
survey-level course.
 In

[exclusively] “European history does not
exceed 20% of the course” (What does this
mean?)
difficulty of content, NOT type of pedagogy.
 Africa
and Africans exist long before Europe
“discovers” them.
 South America is not “Latin” until after 1492
 Asia dominates much of pre-1750 history
 The “story” is not told through an assumed
European/Western point of view.
“The traditional political narrative is an inappropriate
model for this course.”
 In other words, avoid lecturing as much as possible

 APWH
is structured around the Themes, Eras,
and Historical Thinking Skills, not the sub-text
of power

Sect. 1 - p. 12
No “we” vs. “they” narrative
4
So how do I teach all the
Skills and Content?

So how do I teach all the
Skills and Content?
Each day should teach skills and content
simultaneously.

 Example:
Have students read several primary
sources re: the Spanish Conquest of Aztecs
Great Strickland, but How?

Use content as raw material, see which
content and HTSs of Mind naturally “fit”
each other.
Use content as raw material, see which
content and HTSs naturally “fit” each
other.
So how do I teach all the
Skills and Content?
Not the teacher’s job to
“cover” all the content
 Content:
 Skills
1450-1750 Era; Theme #3, Politics
(Historical Thinking Skills)
Students must take responsibility for their
own learning. You can “dare to omit!”
 Pick a few important examples to teach
(inductively) and relate to larger, global
trends (deductively)
 Common advice for all teaching:

Crafting Historical Arguments from Historical
Evidence
 Chronological Reasoning
 Comparison and Contextualization
 Historical Interpretation and Synthesis

 Classroom
management, differentiation,
variation of instructional methods, Special Ed,
small group vs. whole class, projects, etc.
Practice, Practice, Practice

Give yourself a few years to get the course
the way you want it.
 Keep
a record of which lessons “worked” and
which need replacing each year.
 You may need to sacrifice one of your triedand-true, favorite lessons in order to make
room for a better lesson.

Keep in contact w/ other teachers
 Lesson
Jamboree CD/DVD.
Sect. 1 - p. 13
5
Strickland’s AP World History Resource Guide
6/23/13
College Board Websites re: All AP Subjects
1. AP Central (College Board) - All official news re: all AP subjects
http://apcentral.collegeboard.com/apc/Controller.jpf
2. AP Download Center - All College Board reports relevant to Teachers, Students, Parents, any/all
Stakeholders http://professionals.collegeboard.com/testing/ap/downloads
3. AP Exams Page - Info re: AP exams, essay questions, sample essays, Reader feedback, etc.
http://apcentral.collegeboard.com/apc/public/courses/index.html
4. AP Reader Application - THE best professional development available. (and you get paid, too!)
http://apcentral.collegeboard.com/apc/public/homepage/4137.html
5. AP Credit Policy (which colleges accept which AP grades?)
http://collegesearch.collegeboard.com/apcreditpolicy/index.jsp
6. AP Instructional Planning Report (detailed statistical feedback re: your students’ performance)
https://scores.collegeboard.com/pawra/program.action
7. AP Coordinator’s Home Page - http://professionals.collegeboard.com/testing/ap/coordinate
a. 2012-13 Coordinator’s Manual http://professionals.collegeboard.com/profdownload/
2012-13_AP_Coordinators_Manual.pdf
b. Services for Students with Disabilities (SSD) Info on Testing Accommodations (extended
time, larger font, etc.) http://professionals.collegeboard.com/testing/ssd/accommodations
8. AP for Higher Education - Info re: AP for Colleges/Universities
http://aphighered.collegeboard.org/
http://aphighered.collegeboard.org/research-reports - Research & Reports re: AP
AP World History - Specific
9. AP World History Home Page - Everything official from the CB re: APWH
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html
10. Course & Exam Description This is the new “Acorn Book” for the redesign.
http://media.collegeboard.com/digitalServices/pdf/ap/AP_World_HistoryCED.pdf
11. AP Teacher Community (e-mail Discussion Group)
https://apcommunity.collegeboard.org/group/apworldhistory/home
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 14
2
Strickland’s AP World History Resource Guide
12. APWH Teacher’s Guide, edited by Sharon Cohen, A “Must Have” great place to start. Some info
re: course content & Audit is now outdated due to the 2011-12 Redesign, but still a GREAT “how
to” manual for teachers. http://apcentral.collegeboard.com/apc/members/repository/ap07_worldhist_teachersguide.pdf
13. APWH Exam Page - Info re: 2012 Exam and later.
http://apcentral.collegeboard.com/apc/members/exam/exam_questions/2090.html
APWH exams, 2002-2011
http://apcentral.collegeboard.com/apc/members/exam/exam_information/216943.html
Previous Exams’ Modified Essay Questions How previous years’ questions would be “retrofitted”
for the current course. http://apcentral.collegeboard.com/apc/public/repository/WorldHistory_modified_essay_Q.pdf
14. Historical Thinking Skills (which will be common to all AP Histories)
http://advancesinap.collegeboard.org/historical-thinking
15. Course Planning & Pacing Guides Examples of “how to put it all together” into a actual course!
Here are four examples from excellent teachers of how to integrate all the Learning Objectives, Key
Concepts, Themes, Historical Thinking Skills, Materials, Instructional Activities and Assessments,
etc. There are tips on “Managing Breadth and Encouraging Depth,” along with Essential Questions
for each instructional unit, along with dozens of annotations from the author/teacher commenting on
the activities, assessments, school context, etc. that help one to interpret their Pacing Guide.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html, or you can access
each Pacing Guide directly at:
Pacing Guide #1: Erik Vincent, Dunwoody HS, Dunwoody, GA at
http://apcentral.collegeboard.com/apc/public/repository/world-history-cppg01-nov2011.pdf
Pacing Guide #2: Ryba Epstein, Rich East HS, Park Forest, IL at
http://apcentral.collegeboard.com/apc/public/repository/world-history-cppg02-nov2011.pdf
Pacing Guide #3: Sharon Cohen, Springbrook HS, Silver Spring, MD at
http://apcentral.collegeboard.com/apc/public/repository/AP_World_History_CPPG3_Jan_2012.pdf
Pacing Guide #4: Bram Hubbell, Friends Seminary, New York, NY at
http://apcentral.collegeboard.com/apc/public/repository/AP_World_History_CPPG4_2012.pdf
AP Audit
16. AP Course Audit Homepage
http://www.collegeboard.com/html/apcourseaudit/
17. AP Audit Resources Everything you need to prepare your syllabus for the Audit
http://www.collegeboard.com/html/apcourseaudit/courses/world_history.html
Syllabus Development Tutorial
http://media.collegeboard.com/digitalServices/apcourseaudit/worldhistory/index.html
Curricular/Resource Requirements
http://www.collegeboard.com/html/apcourseaudit/courses/world_history_requirements.html
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 15
3
Strickland’s AP World History Resource Guide
Syllabus Development Guide (SDG)
http://www.collegeboard.com/html/apcourseaudit/courses/pdfs/World_History_SDG.pdf
Sample Syllabi - Each Annotated with examples of how to meet the Audit requirements.
#1 Bentley http://www.collegeboard.com/html/apcourseaudit/courses/pdfs/World-History-Sample-Syllabus-1-ID-876072v1.pdf
#2 Stearns http://www.collegeboard.com/html/apcourseaudit/courses/pdfs/World-History-Sample-Syllabus-2-ID-876102v1.pdf
#3 Strayer http://www.collegeboard.com/html/apcourseaudit/courses/pdfs/World-History-Sample-Syllabus-3-ID-876132v1.pdf
#4 Bulliet http://www.collegeboard.com/html/apcourseaudit/courses/pdfs/World-History-Sample-Syllabus-4-ID-876162v1.pdf
Syllabus Self-Evaluation Checklist - To verify prior to submitting one’s syllabus
http://www.collegeboard.com/html/apcourseaudit/courses/pdfs/ap-course-audit-syllabus-self-evaluation-checklist.pdf
Textbooks (by Author)
18. Bentley & Ziegler, Traditions & Encounters, 5th Ed.
5th Edition (hardback) ISBN-10 0-07-338564-6
5th Edition (electronic version) ISBN-10 0-07-736802-9
5th AP Edition ISBN 978-0-07-659438-2
ISBN-13 978-0-07-338564-8
ISBN-13 978-0-07-736802-9
https://www.mheonline.com/esamplers/ap_social_studies/swf/pages/traditions_and_encounters/student/page.html
19. Bentley, Ziegler, & Streets, Traditions & Encounters, Brief Edition, 3rd Ed..
http://catalogs.mhhe.com/mhhe/printProductDetails.do?isbn=007340697X
20. Bulliet, et al The Earth & Its Peoples, 5th AP Edition
http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20bI&product_isbn_issn=9780538744386
ISBN: 978-1-439-08608-7
Pronunciation Guide http://college.cengage.com/site_engine/#0840059582/audio_pro/1:shell
21. Christian, This Fleeting World 1st Ed. (Intro to “Big History,” good Summer Reading assignment)
http://www.berkshirepublishing.com/brw/product.asp?projID=2008
22. Fernandez-Armesto, The World, 2nd Ed.
http://www.pearsonschool.com/index.cfm?locator=PS1lMl&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolution
Id=&PMDbCategoryId=811&PMDbSubCategoryId=23497&PMDbSubjectAreaId=23561&PMDbProgramId=79941
23. Lockard, Societies, Networks, and Transitions: A Global History, 2nd Ed
http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20bI&product_isbn_issn=9781439085202
24. Spodek, The World’s History, 4th Ed.
http://www.pearsonschool.com/index.cfm?locator=PS1lMl&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolution
Id=&PMDbCategoryId=811&PMDbSubCategoryId=23497&PMDbSubjectAreaId=23561&PMDbProgramId=67042
25. Stearns, et al, World Civilizations, 6th AP Ed.
http://www.pearsonschool.com/index.cfm?locator=PS1lMl&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolution
Id=&PMDbCategoryId=811&PMDbSubCategoryId=23497&PMDbSubjectAreaId=23561&PMDbProgramId=67041
26. Strayer, Ways of the World, 2nd Ed. Has primary sources embedded into the text.
http://highschool.bfwpub.com/Catalog/product/waysoftheworldhighschooledition-secondedition-strayer
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 16
4
Strickland’s AP World History Resource Guide
Teachers’ APWH Websites
27. Facebook AP World History Teacher’s Group. You’ll need to either apply for membership, of
have a current member add you to the group. Group Name = AP World History Teachers
https://www.facebook.com/groups/260296946392/10152439845961393/
From this Facebook page you’ll also find links to Schoology and Google Doc’s websites that I use
for my own students.
28. Resources for History Teachers http://resourcesforhistoryteachers.wikispaces.com/home
29. ... for AP World History Teachers http://resourcesforhistoryteachers.wikispaces.com/AP+World+History
30. “Uncle” Jay Harmon http://harmonhistory.com/apwh.html
31. Bill Zeigler - One of the giants of APWH http://www.smusd.org/Page/7357
32. Monica Bond-Lamberty - former Test Development Committee Member
http://mbondlamberty.googlepages.com/apwhwebsite
http://mbondlamberty.googlepages.com/samplesccotessayquestions
33. Mrs. Huckaby some good multiple choice questions
http://hhhknights.com/apwh/apwh.htm
34. Sue Pojer, Chappauqua HS, NY 200+ Powerpoints on World History
http://www.historyteacher.net/ and http://www.pptpalooza.net/
35. Kara Macsuga, Loxahatchee, FL http://web.me.com/macsuga
Fantastic “Live Binders” http://livebinders.com/shelf/search_author?terms=Macsuga
36. Eric Burnett, Singapore American School
http://www.mrburnett.net/apworldhistory/APWorldHistory.htm
Strickland’s AP World History Website(s)
37. Schoology You’ll first have to create a Schoology account
Strickland’s APWH Course https://www.schoology.com/course/32741677/members
Access code = 8394S-N8CJF. I’ll need to “approve” you once you apply for “membership.”
38. Moodle - Note: I’m no longer actively updating this site.
For Teachers: http://moodle.egrps.org//course/view.php?id=136 (Enrollment key = I’ll tell you)
For my own course/students. If you see anything you like you’re more than welcome to use it.
http://moodle.egrps.org//course/view.php?id=97 Log in as “Guest”
39. Strickland’s APWH bookmarks at http://share.xmarks.com/folder/bookmarks/Z65eMvaqSV
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 17
5
Strickland’s AP World History Resource Guide
Professional Organizations for Teaching AP World History
40. American Historical Association - Essays on Global & Comparative History
http://www.historians.org/pubs/globals.cfm Great pamphlets designed for teachers. Really helped me
when I first started teaching this course. They model the ‘global’ perspective that AP demands.
41. Bridging World History - excellent lessons for teachers as much as students. 26 30-minute videos
http://www.learner.org/channel/courses/worldhistory/
42. The Choices Program
http://www.choices.edu/
43. The History Cooperative - Dozens of links to professional journals.
http://www.historycooperative.org/
44. Historical Thinking Matters
http://historicalthinkingmatters.org/
Great lesson on meta-thinking skills. (Sam Wineburg) http://historicalthinkingmatters.org/why/
45. Internet History Sourcebook - Paul Halsall, Fordham Univ.
http://www.fordham.edu/halsall/
46. National Center for History Education
http://www.nche.net
47. National Center for History in the Schools
http://nchs.ucla.edu/World_units.html
48. World History Association Note: There a link on the WHA’s page to Amazon.com All purchases
made from Amazon.com that “come from” the WHA’s site benefit the WHA. (and cost you nothing)
http://www.thewha.org
49. World History Connected (online journal)
http://worldhistoryconnected.press.uiuc.edu/
http://worldhistoryconnected.press.illinois.edu/6.2/ Special issue for new APWH Teachers.
50. World History For Us All - including “History of the World in 7 minutes” free downloadable
video. Also contains complete teaching units for all eras of World History. Ross Dunn, et al.
http://worldhistoryforusall.sdsu.edu/default.htm
51. World History Matters
http://worldhistorymatters.org/
52. World History Network
http://www.worldhistorynetwork.org/
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 18
6
Strickland’s AP World History Resource Guide
Stanford History Education Group (SHEG)
Not specifically related to AP, but excellent resources for the teaching of any history. Most resources are
focused on U.S. History
http://sheg.stanford.edu/?q=node/45
53. Stanford History Education Group
YouTube Channel: https://www.youtube.com/user/StanfordSHEG
Intro Materials - Highlight the skills embedded in historical thinking.
http://sheg.stanford.edu/intro-materials
World History Lesson Plans http://sheg.stanford.edu/world
1. Cleopatra
9. Battle of Adwa
5. Black Death
2. Augustus
6. Martin Luther
10. Battle of the Somme
3. Dark Ages
7. Reign of Terror
11. Invasion of Nanking
st
4. 1 Crusade
8. Factory Life
12. Appeasement
13. Nazi Propaganda
14. India Partition
15. China’s Cultural
Revolution
U.S. History Lessons - 71 stand-alone lessons http://sheg.stanford.edu/us
Videos & DVDs
54. Crash Course - World History John Green’s frenetic & irreverent YouTube videos.
Note: These are NOT specifically focused on AP, but definitely appealing to students.
http://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9&feature=plcp
1 Agricultural Revolution
2 Indus Valley Civ
3 Mesopotamia
4 Ancient Egypt
5 Persians & Greeks
6 Buddha & Ashoka
7 2,000 Years of Chinese History
8 Alexander the Great
9 Silk Road & Ancient Trade
10 Roman Empire, or Republic?
11 Christianity from Judaism to Constantine
12 Fall of Roman Empire
13 Islam, Quran, & the 5 Pillars
14 The Dark Ages
15 The Crusades: Pilgrimage or Holy War?
16 Mansa Musa & Islam in Africa
17 Wait for it … The Mongols
18 International Commerce & Indian Ocean
19 Venice & the Ottoman Empire
20 Russia, Kievan Rus, Mongols
21 Columbus, da Gama, & Zheng He
22 The Renaissance
23 The Columbian Exchange
24 Atlantic Slave Trade
25 Spanish Empire
26 Seven Years’ War
27 Captain Cook
28 Tea, Taxes, & the American Revolution
29 French Revolution
30 Haitian Revolution
31 Latin American Revolutions
32 Coal, Steam, Industrial Revolution
33 Capitalism & Socialism
34 Samurai, Daimyo, Matthew Perry
35 Imperialism
36 Archdukes, Cynicism, World War I
37 Communists, Nationalists, China
38 World War II
39 US vs. USSR Fight! Cold War
40 Decolonization and Nationalism Triumphant
41 Globalization I - The Upside
42 Globalization II - Good or Bad?
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 19
7
Strickland’s AP World History Resource Guide
55. Quietube One of my favorite resources/plug-ins. Quietube doesn’t “contain” any video content, it
just allows one to play YouTube videos without the annoying advertisements and often inappropriate
“related video” screenshots that automatically appear at the end of any YouTube video.
http://www.quietube.com
56. 1421: The Year China Discovered America, 2-hr dvd. PBS’ presentation and critical examination
of Gavin Menzies’ controversial1 theory that Zheng He’s fleets sailed to the Americas and while
circumnavigating the world. http://www.amazon.com/1421-Year-China-Discovered-America/dp/B0002IQNF6/ref=
sr_1_1?ie=UTF8&s=dvd&oqid=1246063672&sr=8-1
Menzies’ website, http://www.1421.tv/, particularly the maps of Zheng He’s supposed voyages at
http://www.gavinmenzies.net/china/maps/.
Also see Menzies’ sequel, 1434: The Year a Magnificent Chinese Fleet Sailed to Italy and
Ignited the Renaissance at http://www.gavinmenzies.net/china/1434-2/
57. The 50 Years War, 2000 dvd. Palestine/Israel.
http://www.amazon.com/50-Years-War-Israel-Arabs/dp/B00004TX2W/ref=sr_1_4?ie=UTF8&s=dv
d&qid=1246064198&sr=1-4
58. Blood and Oil: The Middle East in World War I
http://www.amazon.com/Blood-Oil-Middle-East-World/dp/B000HEWH3C/ref=sr_1_1?ie=UTF8&s
=dvd&qid=1246048726&sr=1-1
59. China: A Century of Revolution, 3 dvd’s, 1911-49, 1949-76, 1976-present.
http://www.amazon.com/China-Century-Revolution-Three-Disc/dp/B000Q7ZOLC/ref=sr_1_2?ie=U
TF8&s=dvd&qid=1246048320&sr=1-2
60. China Rises: Behind the Great Wall, story of contemporary China’s economic rise
http://www.amazon.com/China-Rises-Behind-Great-Wall/dp/B0017VG5ZK/ref=pd_sim_d_5
61. Connections, by James Burke. An alternative view of history.
http://www.amazon.com/Connections-1-James-Burke/dp/B000NJVY3U/ref=sr_1_1?ie=UTF8&s=d
vd&qid=1246048926&sr=1-1
62. The Crusades, 3 DVDs by Terry Jones (of Monty Python)
http://www.amazon.com/Crusades-Terry-Jones/dp/B00005U8F3/ref=sr_1_2?ie=UTF8&s=dvd&qid=
1246048199&sr=8-2
63. Islam: Empire of Faith, PBS 3-hours on 2 dvd’s.
http://www.amazon.com/s/ref=nb_ss_d_0_8?url=search-alias%3Ddvd&field-keywords=islam+empi
re+of+faith&x=0&y=0&sprefix=islam%3A+e
64. To Live, Historical fiction tracing family from Communist Revolution through Cultural Rev.
http://www.amazon.com/Live-You-Ge/dp/B00005JM6H/ref=pd_sim_d_4
1
“Crackpot” is more accurate!
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 20
8
Strickland’s AP World History Resource Guide
65. Lost Civilizations, Time/Life DVDs, Mesopotamia, Egypt, Aegean, Greece, China, Rome, Maya,
Inca, Africa (Great Zimbabwe), Tibet.
http://www.amazon.com/Time-Lifes-Lost-Civilizations-DVDs/dp/B00006L942/ref=sr_1_1?ie=UTF8&s=dvd&qid=12460479
73&sr=8-1
66. Millenium, CNN. 10 VHS-only episodes, each showing 1 century w/ 5-10 minutes from various
places around the world.
http://www.amazon.com/s/ref=nb_ss_gw?url=search-alias%3Dvhs&field-keywords=cnn+millenium&x=16&y=19
67. The Road to 9/11, dvd. Places Al Qaeda’s attacks in the larger context from WWI to post-Cold War
http://www.amazon.com/Road-9-11-Sabin-Streeter/dp/B000GDH8JM/ref=sr_1_1?ie=UTF8&s=dvd
&qid=1246063783&sr=1-1
68. Story of the Weeping Camel, (also Legend of the Weeping Camel) Documentary of Mongol family
http://www.amazon.com/Story-Weeping-Camel-Janchiv-Ayurzana/dp/B0006FFRB6/ref=sr_1_1?ie=
UTF8&s=dvd&qid=1246049444&sr=1-1
69. Triumph of the Will, dvd. 1935 propaganda documentary of annual Nazi party meeting.http://www.
amazon.com/Triumph-Will-Special-Adolf-Hitler/dp/B00004WLXZ/ref=sr_1_2?ie=UTF8&s=dvd&qid=1246065444&sr=1-2
70. The World at War, BBC-produced WWII documentary, 1973. 5 dvd’s, 26 Hours http://www.amazon.
com/World-At-War-Complete-Set/dp/B00005NOOH/ref=sr_1_4?ie=UTF8&s=dvd&qid=1246048820&sr=1-4
71. Where the Hell is Matt? Great way to expose students to ~75 places around the world in ~5 min.
http://www.wherethehellismatt.com/
Also on YouTube at http://www.youtube.com/watch?v=zlfKdbWwruY
2012 version at http://www.youtube.com/watch?v=Pwe-pA6TaZk
Cool Websites that I Don’t Know Where Else to Classify
72. Gapminder
http://www.gapminder.org/ Amazing Software that can analyze current world demographics. Great
for students studying the contemporary world.
73. Poodwaddle World Clock. See real-time statistics re: world demographics.
http://www.poodwaddle.com/worldclock.swf
APWH Essay Writing
74. Writing Through Time: Advanced FRQ and DBQ Essay-Writing Skills for AP World History,
by Barbara Brun-Ozuna, Peoples Education. ISBN: 978-1-93-6026296
http://www.peoplescollegeprep.com/product/Writing-Through-Time/Barbara-Brun-Ozuna/9781936026296/1531/
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 21
9
Strickland’s AP World History Resource Guide
APWH Exam Review Books
75. Cracking the AP World History Exam, Princeton Review’s by Monty Armstrong, et al.
http://www.amazon.com/Cracking-World-History-College-Preparation/dp/0375427244/ref=sr_1_1?s
=books&ie=UTF8&qid=1308545243&sr=1-1
76. 5 Steps to a 5, AP World History, McGraw-Hill, by Peggy Martin
http://www.amazon.com/History-2010-2011-Advanced-Placement-Examinations/dp/0071623965/ref
=sr_1_1?s=books&ie=UTF8&qid=1308545307&sr=1-1
77. AP Achiever, World History, McGraw Hill, by Bill Strickland, $22.50 list price, $18 for schools.
Specifically keyed to Bentley’s Traditions & Encounters 4th Ed. (Note: I receive no $ benefit from sales.)
ISBN13: 978-0-07-724300-5
ISBN10: 0-07-724300-5
Call McGraw-Hill directly at (800) 334-7344 to order.
Used copies available on Amazon.com at http://www.amazon.com/Achiever-Advanced-PlacementPreparation-Guide/dp/0077243005/ref=sr_1_1?s=books&ie=UTF8&qid=1308545511&sr=1-1
78. Barron’s AP World History, by John McCannon (I’m not a big fan of this publication)
http://www.amazon.com/Barrons-World-History-McCannon-Ph-D/dp/0764143670/ref=sr_1_1?s=bo
oks&ie=UTF8&qid=1308545707&sr=1-1
79. Kaplan’s AP World History 2011, by Patrick Whelan & Jennifer Laden
http://www.kaplanpublishing.com/ap/3041-kpub37
APWH Exam Review Website
80. Get a Five online review website - The next wave in AP Exam prep/review. I have NOT seen these
resources, but anything by Charlie Hart has my implicit endorsement. Cost = $50, though “special
pricing” available for teachers/schools wishing to purchase for whole schools
https://www.getafive.com/ap-tests/world-history
Books for World History Teachers
“Must Have”
81. Teaching World History in the 21 Century: A Resource Book, Heidi Roupp, Editor
st
http://www.amazon.com/Teaching-World-History-Twenty-First-Century/dp/0765617153/ref=sr_1_1?ie=UTF8&s=books&qid
=1278033735&sr=1-1 (Note: While I am a contributor to this publication, I receive no financial benefit from its sale.)
82. World History: The Basics. Peter N. Stearns. $16.62 from Amazon.com.
http://www.amazon.com/World-History-Peter-N-Stearns/dp/041558275X/ref=tmm_pap_title_0?ie=UTF8&qid=1311192884&sr=8-1
83. How Students Learn: History in the Classroom. Bob Bain, et al.
http://www.nap.edu/catalog.php?record_id=11100 I particularly like Bob Bain’s lesson “They
Thought the World was Flat?” at http://books.nap.edu/openbook.php?record_id=11100&page=179
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 22
10
Strickland’s AP World History Resource Guide
84. History in the Making, and Not Written in Stone: Learning and Unlearning American History
Through 200 Years of Textbooks, by Kyle Ward. Great sources for teaching historiography. Both
titles show excerpts from several history texts from different eras re: the same topic. (e.g. How was
Columbus taught in 1794, in 1830, 1878? etc.) While all the examples are from U.S. history, the
skills are easily transferred to any historical specialty.
History in the Making http://www.amazon.com/History-Making-Absorbing-American-Changed/dp/1595582150/
ref=sr_1_1?s=books&ie=UTF8&qid=1311211765&sr=1-1
Not Written in Stone http://www.amazon.com/Not-Written-Stone-Unlearning-Textbooks/dp/1595581448/
ref=sr_1_2?s=books&ie=UTF8&qid=1311211765&sr=1-2
85. History Lessons: How Textbooks from Around the World Portray U.S. History, by Kyle Ward.
http://www.amazon.com/gp/offer-listing/1565848942/sr=/qid=/ref=olp_tab_new?ie=UTF8&coliid=&me=&qid=&sr=&seller
=&colid=&condition=new
86. Teacher’s Manual for Traditions & Encounters. While this is correlated for Bentley & Ziegler’s
textbook, its applicable for all teachers using any textbook. The 3rd edition edited by Ane Lintvedt is
excellent. ISBN: 978-0-07-325674-0
Amazon: $22.95
https://www.mheonline.com/ (McGraw-Hill) You’ll have to type in the ISBN #.
Lesson Jamboree CD and/or DVD
Send $10 and receive a CD/DVD w/ 100s of other APWH Teacher’s lessons. No longer being updated,
but past years’ versions are still available.
Wendy Butler butler.wendy@gmail.com
Details can be found at http://lyris.collegeboard.com/read/messages?id=786997#786997
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 23
Strickland’s AP World History Resource Guide
11
“Who’s Who” of World History
When looking for resources, asking for advice, these are the people I trust completely. Anything they say
is bound to be good, solid advice. This list is far from complete, and I intend no slight toward the many
worthy names inadvertently omitted.
High School Teachers
College Faculty
Monty Armstrong
Cerritos HS, CA
Vicki Bayless
Vero Beach HS, FL
Monica Bond-Lamberty
Northwood HS, MD
Barbara Brun-Ozuna
Paschal HS, TX
Mike Burns
Concordia Internat’l, Shanghai
Sharon Cohen
Springbrook HS, MD
Barb Coulter
Chillicothe HS, OH
Valerie Cox
Appleton West HS, WI
Barth Derryberry
Bartram Trail HS, FL
Wendy Eagan
Walt Whitman HS, MD
Ryba Epstein
Rich East HS, IL
Michele Forman
Middlebury Union HS, VT
Dixie Grupe
Hickman HS, MO
Jay Harmon
Woodlands Christian Acad., TX
Charlie Hart
(Charlie’s taught everywhere)
Bram Hubbell
Friends Seminary, NY
Connie Hudgeons
Albuquerque HS, NM
Jen Laden
Fox Lane HS, NY
Angela Lee
Weston HS, MA
Ane Lintvedt
McDonough School, MD
Kara Macsuga
Suncoast Community HS, FL
Laurie Mannino
Col. Zadok Magruder HS, MD
Arna Margolis
Bryn Mawr School, MD, retired
John Maunu
Grosse Ile HS, MI, retired
Colin Ramsey
Lemon Bay HS, FL
Lenore Schneider
New Canaan HS, CT
Anda Lee Seat
Flower Mound HS, TX
Anton Striegl
Orange Co. School/Arts, CA
Deb Smith Johnston
Lakeside School, WA
Erik Vincent
Dunwoody HS, GA
Patrick Whelan St. Stephen’s Episcopal HS, FL
Chris Wolf
Bellermine College Prep, CA
Bill Zeigler
San Marcos HS, CA
Bob Bain
Univ. of Michigan
Craig Benjamin
Grand Valley State Univ.
Jerry Bentley
Univ. of Hawaii
Linda Black
Stephen F. Austin State Univ.
Richard Bulliet
Columbia Univ.
David Christian
Macquarie Univ. Australia
Alfred Crosby
Univ. of Texas
Philip Curtin
John Hopkins Univ.
Ken Curtis
Cal. State Univ.-Long Beach
Ross Dunn
San Diego State Univ.
Dean Ferguson
Univ. of Texas-Kingsville
Andre Gunder Frank
Univ. of Amsterdam
Marc Gilbert
Hawaii Pacific Univ.
Alan Karras
UC, Berkeley
Tim Keirn
Cal. State Univ.-Long Beach
Patrick Manning
Northeastern University
John McNeill
Georgetown Univ.
William McNeill
Univ. of Chicago
Laura Mitchell
UC, Irvine
Kenneth Pomeranz
UC, Irvine
Howard Spodek
Temple Univ.
Peter N. Stearns
George Mason Univ.
Merry Wiesner-Hanks
UW-Milwaukee
Anand Alan Yang
Univ. of Wash., Seattle
Bill Strickland
bstrickl@egrps.org
Sect. 1 - p. 24
1
Commentary on AP World History Charts & Graphs
Why Take AP?
% of Texas High School graduates
receiving degree from Texas college/univ. within 5 years
57%
37%
17%
Took AP Course and Passed
AP Exam in High School
Took AP Course but did not
Pass AP Exam in High School
Did not take AP Course
in High School
Comparing AP Students to Students with Comparable Academic Profiles
How much more likely were AP students to graduate from college?
AP Exam Grade of 3-4-5
AP Exam Grade of 1-2
Took AP Course, but not Exam
40%
35%
30%
34%
33%
28%
28%
26%
25%
22%
23%
22%
20%
19%
20%
17%
16%
15%
12%
12%
10%
10%
5%
0%
African American
Hispanic
White
Low Income
Not Low Income
First things first. While AP has a well-earned reputation for helping high school students get into
college, what good is it if students don’t finish college? These graphs address a concern that will get
your students’ parents’ attention at Open House.
The point is: just TAKING an AP course helps improve students’ chances for finishing their college
degree. Obviously it helps even more if high school students pass an AP exam, but these graphs should
encourage those students & parents who wonder whether AP is really worth the effort.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 25
2
Commentary on AP World History Charts & Graphs
Growth of AP World History
225
210,805
200
+22,388
188,417
# of Students (Thousands)
175
+20,628
167,789
+24,363
150
143,426
+18,788
125
124,638
+22,663
100
101,975
+17,832
84,143
75
+19,936
64,207
50
+16,649
47,558
34,286
25
20,955
+13,272
+13,331
0
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
Largest Ever
1st Year AP
2007 Distribution of AP World History in Schools across the U.S.
% of Overall US Population
% of all AP-offering Schools
% of all APWH-offering Schools
Region's % of all APWH Summer Institutes
Region's % of AP Schools offering APWH
30%
28%
25%
26%
23%
22%
23%23%
20%
15%
20%
19%
17%
16%
14%
22%
20%
14%
19%
22%
18%19%
19%
13%
12%
10%
25%
24%
10%
9%
9%
5%
6%
5%
5%
3%
0%
Middle States
Midwest
New England
South
Southwest
West
DC, DE, MD, NJ,
NY, PA
IL, IN, IA, KS, MI,
MN, MO, NE, ND,
OH, SD, WV, WI
CT, MA, ME, NH,
RI, VT
AL, FL, GA, KY,
LA, MS, NC, SC,
TN, VA
AR, NM, OK, TX
AK, AZ, CA, CO,
HI, ID, MT, NV, OR,
UT, WA, WY
AP Region
While APWH and the entire AP program have grown dramatically in recent years, the growth is not
evenly distributed around the country. APWH is heavily concentrated in schools in the Southwest and
South Regions, but underrepresented in the Midwest and New England. This data may help explain why
it may be easier/harder to find colleagues and/or APWH Workshops & Summer Institutes in various
regions around the country.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 26
3
Commentary on AP World History Charts & Graphs
AP World History Score Distribution
100%
90%
80%
5
10.6%
5
11.4%
4
17.6%
4
18.9%
5
10.9%
5
10.2%
5
10.4%
4
16.1%
4
17.1%
4
15.2%
3
27.8%
3
25.2%
5
8.9%
5
11.2%
4
16.1%
4
16.9%
5
11.1%
4
16.0%
5
9.8%
5
9.5%
4
15.5%
4
16.0%
3
23.8%
3
23.0%
2
24.2%
2
25.5%
1
26.7%
1
26.0%
Redesign
5
6.9%
4
15.7%
70%
60%
3
28.9%
3
25.9%
3
25.4%
3
23.4%
3
26.1%
3
23.4%
3
30.5%
50%
40%
30%
2
24.5%
2
23.7%
1
18.4%
1
20.1%
2
23.2%
2
23.4%
2
24.4%
1
24.0%
1
24.6%
2
24.3%
2
25.7%
2
24.6%
1
25.8%
1
24.9%
2
29.4%
20%
10%
1
22.0%
1
21.5%
1
17.4%
0%
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
AP World History National Mean Grade
225
3.5
211
200
2.94
2.78
3
188
2.71
2.66
2.71
2.62
2.56
2.64
2.57
168
2.57
2.65
2.5
150
143
125
2
125
100
102
1.5
Mean Grade
# of Students (thousands)
175
84
75
1
64
50
48
0.5
34
25
21
0
0
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
In the first 5 years of the APWH Exam, the Mean Grade dropped each year. It seems to be stabilizing in
the last few years, however.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 27
4
Commentary on AP World History Charts & Graphs
AP World History Student Age Distribution
100%
90%
80%
Other 3.3%
Other 3.3%
Sen 9.0%
Sen 7.6%
Juniors
14.9%
Other 4.0%
Other 3.1%
Other 3.8%
Other 3.5%
Other 3.0%
Other 3.1%
Other 3.5%
Other 3.2%
Sen 5.7%
Sen, 5.5%
Sen, 5.5%
Sen, 4.9%
Sen, 4.1%
Sen, 3.8%
Sen 7.2%
Sen 6.6%
Juniors
9.2%
Juniors
9.2%
Juniors
12.2%
Juniors
10.1%
Soph
73.5%
Soph
74.6%
Juniors
9.7%
Juniors
9.6%
Juniors
10.0%
Juniors
9.8%
Juniors
9.7%
Soph
76.1%
Soph
76.9%
Soph
76.5%
Soph
76.5%
Soph
76.7%
Soph
76.8%
Soph
77.8%
Other 1.7%
Sen, 3.6%
Juniors
9.1%
70%
60%
50%
40%
Soph
69.4%
Soph
78.9%
30%
20%
10%
0%
Frosh 3.4%
Frosh 3.5%
Frosh 4.2%
Frosh 4.5%
Frosh 4.0%
Frosh 4.6%
Frosh 5.3%
Frosh 5.6%
Frosh
6.4%
Frosh
6.0%
Frosh
6.7%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
This graph simply shows what percent of AP World History students are what grade level. Common
questions that teachers, administrators, and parents ask include, “Can Sophomores handle the demands
of an AP course?” or “At what grade level should we schedule AP World History?” While these graphs
can’t give specific advice on this question, they can show that the overwhelming majority of APWH
students are in fact Sophomores.
2004 AP World History Score Distribution by Grade Level
100%
5 - 7%
90%
4
11%
80%
70%
5
16%
5
19%
4
15%
4
21%
3
28%
3
27.8%
3
30%
2
23%
5
10.9%
4
16.1%
4
21%
3
23%
60%
50%
5
10%
3
26%
40%
2
23%
30%
20%
1
36%
10%
1
23%
2
23.2%
2
20%
2
18%
1
13%
1
15%
Juniors 10%
Seniors 7%
1
22.0%
0%
Freshmen 4%
Soph 75%
Overall
Age of Students & % of Test Takers
How do different age students perform on the APWH Exam? Note how there is significant improvement
in students’ performance between Freshman and Sophomore year, and Sophomore and Junior years, but
there is only a slight difference between Juniors’ and Seniors’ performance.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 28
5
Commentary on AP World History Charts & Graphs
Multiple Choice Section
2002 AP World History % Correct
2007 AP World History % Correct
What percent of students correctly answered each question?
100
90
90
80
80
70
70
Percent Correct
Percent Correct
What percent of students correctly answered each question?
100
60
50
40
60
50
40
30
30
20
20
10
10
Question #29
thrown out
0
0
1
4
7
10
13
16
19
22
25
28
31
34
37
40
43
46
49
52
55
58
61
64
67
70
1
4
7
10
13
16
19
22
25
28
31
Question #
% Correct
34
37
40
43
46
49
52
55
58
61
64
67
70
Question #
Cumulative Average
% Correct
Cumulative Average
This shows the percentage of students who answered each question on the 2002 AP World History
Exam correctly. (e.g. 90% of students in 2002 answered Question #9 correctly, while only 9% answered
Question #64 correctly).
2002 vs. 2007 APWH Multiple Choice % Correct
What was students' average score on the multiple choice section?
2002 Cumulative Average
2007 Cumulative Average
100
90
Percent Correct
80
70
2007 Average = 57.7%
60
50
2002 Average = 50.2%
40
30
20
10
0
1
4
7
10
13
16
19
22
25
28
31
34
37
40
43
46
49
52
55
58
61
64
67
70
Question #
Note how students on the 2007 exam had much less “degradation” of their multiple choice section score
as compared to the 2002 exam. While students in the 1st year of APWH in 2002 experienced a high
degree of “mental fatigue” during the exam, by 2007 students were better prepared, improving their
multiple choice section score by 7.5% (approx. 5.25 questions). The author’s interpretation of this trend
is that APWH students are now significantly better prepared for the multiple choice section of the
APWH Exam than they were the first year of the course. In 2002 it was difficult to find high quality,
AP-level of difficulty multiple choice questions. By 2007 there are several widely used sources for high
quality multiple choice questions.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 29
6
Commentary on AP World History Charts & Graphs
The "Cliff" - 2002
Shows the % of questions #1-10 students answered correctly,
then the % of questions #11-20 answered correctly, etc.
100
90
80
Percent Correct
70
61.3
59.1%
57.1%
60
56.5%
The "Cliff"
50
43.0%
40.4%
40
34.5%
30
20
10
0
1
4
7
10
13
16
19
22
25
28
31
34
37
40
43
46
49
52
55
58
61
64
67
70
Question #
Average of 10 Questions
In 2002 students seemed to hit a “Cliff” around Question #40, and lost at least some of their mental
focus for the rest of the exam. It is important for students to have experience taking a demanding exam
(with ~70 AP-quality questions) that forces them to keep concentrating for a solid hour of sustained
mental effort.
The "Cliff" - 2007
Shows the % of questions #1-10 students answered correctly,
then the % of questions #11-20 answered correctly, etc.
100
90
80
Percent Correct
67.7%
67.5
70
The "Honeymoon"
56.7%
56.3%
The "Plateau"
Mental
Fatigue
55.8%
60
50
53.6%
46.2%
2nd
Effort
40
30
20
10
0
1
4
7
10
13
16
19
22
25
28
31
34
37
40
43
46
49
52
55
58
61
64
67
70
Question #
Average of 10 Questions
By 2007, students were significantly better prepared for the multiple choice section. Not only did they
perform better overall on the (50.2% in 2002 vs. 57.7% in 2007) their “mental stamina” persevered
through the multiple choice section, as evidenced in the “2nd Effort” stage above.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 30
7
Commentary on AP World History Charts & Graphs
Combination of Multiple Choice Section and Essay Section
2002 vs. 2007 Combination of APWH MC & Essay Scores
Cutoff levels required for a Final Score of 2 or 3 were unchanged.
Cutoff levels required for a Final Score of 4 or 5 were lowered. (red dashed lines = 2007)
27
Combined Essay Scores
(DBQ + CCOT + Comparative)
24
21
AP Score = 5
18
15
Note: MC section scores
below 20% are rounded
up to zero.
AP Score = 4
AP Score = 3
12
AP Score = 2
9
AP Score = 1
6
3
0
0%
4%
9%
13%
17%
21%
26%
30%
34%
39%
43%
47%
51%
56%
60%
64%
69%
73%
77%
81%
86%
90%
94%
99%
% of Multiple Choice Questions Answered Correctly
(Assumes no skipped questions)
Students often ask, “I got x% of the multiple choice questions correct on the semester exam. What AP
score would that get me?” This graph (together with the “Bell Curve” graph on the next page) is
designed to answer that question as nearly as possible. Note: the “cutoff” levels are adjusted slightly
each year by ETS and the Chief Reader. We only have data for 2002 and 2007.
Students often over-generalize their own performance, either thinking that doing well on one half of the
exam guarantees them a high score, or that doing poorly on one half ruins their chances. This graph is
designed to dispel both of these misconceptions. A hypothetical student who answered 100% of the
multiple choice questions correctly and then walked out of the exam would score a (very high) ‘3’. Same
with a student who didn’t answer any multiple choice questions correctly, but wrote three perfect 9-point
essays. Note: the lines for this graph are accurate for 2002 and 2007 only. The levels are adjusted
slightly by the Chief Reader and ETS each year.1
1
The complete description of the Scoring Process is described in detail at
http://apcentral.collegeboard.com/apc/public/courses/1994.html
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 31
8
Commentary on AP World History Charts & Graphs
Students often ask, “I got x% of the multiple choice questions correct on the semester exam. What AP
score would that get me?” This graph (together with the “Combination of MC and Essay Scores” graph
on the previous page) is designed to answer that question as nearly as possible. Note: there is no
absolute answer, only a probability.
2007 AP World History "Bell Curve"
Correlation Between M/C Score and Final Score
If I get x% correct on the multiple choice section, what final score will I likely earn?
40%
Proportion of Students
30%
50%
60%
70%
3
Avg = 62%
(10% better)
2
Avg = 50%
(9% better)
4
80%
5
Avg = 73%
Avg = 84%
(7% better)
(7% better)
1
Avg = 35% correct
on M/C Section
(6% better than 2002)
0-30%
31-45%
46-58%
59-73%
74-87%
> 87%
% of M/C Questions Answered Correctly
Note: Graph Reflects new "No -1/4 pt penalty" MC Scoring Method
The 2007 national average score on the multiple choice section of the exam was approximately 58%. In
the center of the “Bell Curve” graph you’ll see a vertical line labeled “60%”. Students who answered
60% of the multiple choice section questions correctly were most likely to earn a ‘3’, but some who
wrote better essays earned a ‘4’, while those with weaker essays earned a ‘2.’ Note: a small percentage
of students earned a ‘5’ or ‘1’.
Obviously the higher one’s multiple choice section score, the farther right on the graph and the higher
the likely Final Score. It is important to note though, that it is possible for a student to score 70% on the
multiple choice section and earn a final score of ‘3’, while another student might score only 50% on the
multiple choice section and earn a final score of ‘5’. The lesson is that there are NO GUARANTEES! It
is POSSIBLE (though not likely) to answer 30% of the multiple choice questions correctly and still earn
a ‘3’, but only by writing outstanding essays. It is also POSSIBLE to answer 70% of the multiple choice
questions correctly and still earn a ‘3’, but only by writing poor essays. Teachers: use this chart to
impress the importance of well-roundedness on your students. They can’t be good at only one part of the
exam!
The most encouraging fact from this graph is that students’ 2007 multiple choice scores were 7.5%
better than 2002. The author’s hunch is that much of this improvement is due to the fact that teachers are
more frequently using AP-level multiple choice questions now than in the first year of the course.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 32
9
Commentary on AP World History Charts & Graphs
2007 APWH Composite Scores
Note: The cutoffs between each score apply to the 2007 APWH only.
These levels change slightly each year according to
the specific characteristics of that year's test results.
120
Multiple Choice Section
110
100
CCOT
Comp
Note: Each point on an Essay is worth the same
as 2.59 points on the Multiple Choice section.
(It pays to be a good writer!)
90
80
DBQ
Comp 9
CCOT 9
"5" Minimum Score = 77
Comp 4
70
DBQ 9
"4" Minimum Score = 64
CCOT 5
60
50
Comp 3
"3" Minimum Score = 48
Comp 4
CCOT 4
CCOT 5
40
30
Comp 2
"2" Min Score = 34
Comp 1
CCOT 2
DBQ 2
20
10
25 MC ?s
Correct
(36%)
Comp 2
CCOT 3
DBQ 3
DBQ 5
CCOT 3
DBQ 5
DBQ 3
30 MC ?s
Correct
(43%)
DBQ 6
40 MC ?s
Correct
(57%)
35 MC ?s
Correct
(50%)
50 MC ?s
Correct
(71%)
55 MC ?s
Correct
(79%)
70 MC ?s
Correct
(100%)
0
Student A
Score=33
Student B
Score=45
Student C
Score=61
Student D
Score=61
Student E
Score=61
Student F
Score=80
Perfect
Score=120
There is an official score computation worksheet in the AP World History Released Exams, but most
students and teachers do not have a clear understanding of how the multiple choice and essay section
scores factor into the final score. The cutoff levels for a Final Score of 2 or 3 were unchanged in 2007,
though the levels were lowered for a 4 or 5. Note: probably the most important fact is that each Essay
point is weighted the same as 2.59 multiple choice questions!
Student A: This student correctly answered only 25 out of 70 multiple choice questions, and incorrectly
answered 45 questions. In addition, this student earned only 5 points on their three essays.2 Student
A’s Composite Score was 26, just shy of the Composite Score of 27 needed for a Final Score of ‘2’.
This is basically a hypothetical example of “as good as one could do on the Exam and still earn a
Final Score of 1.”
Student B: This student did a little better on the multiple choice section (30 correct, 40 incorrect) and
wrote slightly better essays. Their Composite Score was 37, squarely in the middle of the ‘2’ range.
Students C, D, & E: I structured three hypothetical students together to highlight a few principles: All
three of these students score the same Final Score (‘3’) and virtually identical Composite Scores
(56, 57, 58). The point is that Student C is a well-rounded student, evenly able in both the multiple
choice and essay sections. Student D is the student who does poorly on the multiple choice section,
but is a better writer than his/her multiple choice section score would predict. Student E is a gifted
multiple choice question answerer, but is weak on the writing portion of the exam.
Student F: This student illustrates what is necessary to earn a ‘5’.
Perfect: Just in case students start to complain, I remind them that someone who answered all multiple
choice and essays perfectly would earn a Composite Score of 120.
2
It doesn’t matter which essay earned which score. A point on any essay (DBQ, COT, or C&C) is worth the same as a
point on any other essay.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 33
10
Commentary on AP World History Charts & Graphs
Essay Scores
Mean Scores on AP World History Essays
DBQ
CCOT
Comparative
12
11.16
10.72
10
3.14
China &
Japan
8
6
1750-1914
3.32
Trade
1750present
3.08
Islam
10001750
4
4.26
2
9.87
4.05
Role of
Women
8.89
8.81
2.03
WWI o/s
Europe
2.56
Mongols
2.60
20th C
Rev's
2.99
3.40
Spain vs.
Atlantic
Labor Sys
Otto/Russ
World
3.02
Empire
17501492Late
Bldg
1914
1750
Classical
1.45
Empires
4.03
4.32
3.27
Global
Silver
Trade
1914
2.74
1.86
Classical
Empires
Racial
Ideologies
5.80
1.20
Nation
States
2.67
Silk
Roads
2.60
Indian
Ocean
20th C Nat'l
Identities
3.91
Christian
Indent Chinese
Muslim
Muslim Servants
Resp to
Trade
1750- Buddhism Nat'lism
Issues
Attitudes
7.89
7.28
2.46
8.47
8.03
3.00
Relig
Beliefs
& Pract.
1450-on
2.28
Rise of
Empires
1.16
Long Dist
Migration
Commerce
3.03
2.62
Mech of
Rome/Han
Resp
2.03
Indian &
Tech
Modern Scramble Japanese
Attitudes Olympics for Africa Cotton
2.84
Comp
Avg
2.49
6.78
3.34
Green
Rev
6.00
1.60
Columb
Exch
2.00
Trade
Netwrks
2.40
S Asian
Cricket
& Pol
CCOT
Avg
2.56
DBQ
Avg
3.30
ra
ge
A
ve
12
20
11
20
10
20
09
20
08
20
07
20
06
20
05
20
04
20
03
20
20
02
0
Explaining the variability of essay scores is difficult at best. There are several factors that color any
interpretation of the evolution of students’ APWH Essay writing:
1. The Essay Rubrics have changed. (e.g. the CCOT and Comparative questions added an
“Analysis” category to the Core Rubric beginning in 2006)
2. The definition of identical Rubric categories have become more demanding.
a. In 2002 an “acceptable” Thesis could be ‘split’ into two non-contiguous sentences, while
“split” Theses were not accepted beginning in 2004.
b. In 2006 an inadvertent “loophole” in the DBQ rubric that allowed students to ignore one
document and misinterpret a second document was closed.
3. Some essay topics are inherently more difficult. (e.g. the 2007 CCOT and 2008 Comparative)
4. As the APWH student population has grown, the overall average of students’ writing ability has
decreased.
5. Some teachers prepare their students better than other teachers. The 2004 Comparative topic
(WWI outside of Europe) was not a difficult question conceptually. The author’s opinion is that
too many teachers simply didn’t teach the global nature of the war.
Given these factors, it is difficult to make any clear diagnosis of students’ general essay writing skills
with a high degree of confidence. The author’s (selfish, egotistically-biased) opinion is that Teachers’
qualification is the most influential variable. Students whose teachers have better training (e.g. Global
history courses in college, professional development by attending AP Workshops, Summer Institutes,
or the annual Reading) typically outperform students whose teachers do not enjoy such advantages.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 34
11
Commentary on AP World History Charts & Graphs
2002 AP World History Essay Scores Distribution
100%
90%
80%
9 - 2.0%
8 - 3.8%
7
5.7%
5
11.3%
4
12.6%
40%
4
12.3%
70%
4
12.5%
6 - 1.9%
8 - 2.6%
5 - 2.7%
4
7.2%
7 - 5.1%
6
11.0%
3
10.7%
5
11.6%
2
15.5%
4
11.4%
3
16.1%
3
10.4%
1
18.3%
50%
4
17.3%
2
10.1%
2
19.1%
40%
2
15.1%
1
10.8%
30%
3
15.0%
1
15.4%
20%
2
9.8%
10%
80%
3
18.7%
2
15.7%
30%
5
10.1%
5
10.5%
60%
3
14.1%
50%
90%
6
6.5%
6
6.6%
70%
60%
7 - 2.7%
6
7.5%
7 - 4.5%
7 - 5.1%
5
19.3%
100%
9 - 2.0%
8 - 3.1%
9 - 3.2%
8 - 4.0%
6
17.0%
2007 AP World History Essay Scores Distribution
0
8.4%
1
6.2%
0 - 3.2%
20%
0
8.1%
10%
No Response
5.7%
No Response 3.5%
0%
1
13.8%
1
17.6%
0
11.6%
0%
0
36.7%
0
15.6%
No Response
10.2%
No Response
5.7%
DBQ
CCOT
Comparative
DBQ
CCOT
Comparative
Christian/Muslim
Trade Attitudes
Global Trade 1750present
China & Japan's
Responses
Rome vs. Han Tech
Attitudes
20th C Nat'l
Identities
Sp/Otto/Rus Empire
Building Process
Average = 4.26
Average = 3.32
Average = 3.14
Average = 2.84
Average = 1.45
Average = 2.99
2002 vs. 2007 AP World History Essay Scores Distribution
100%
90%
80%
9 - 2.0%
8 - 3.8%
6
7.5%
6
17.0%
5 - 2.7%
4
12.5%
70%
60%
9 - 3.2%
7
5.7%
5
19.3%
30%
3
10.7%
5
11.3%
2
15.5%
4
12.6%
4
17.3%
2
19.1%
1
18.3%
1
17.6%
8 - 3.1%
8 - 2.6%
7- 4.5%
7 - 5.1%
6
6.5%
5
10.1%
4
12.3%
3
18.7%
6
11.0%
5
11.6%
4
11.4%
3
10.4%
2
10.1%
2
15.7%
2
15.1%
3
15.0%
2
9.8%
0%
6
6.6%
3
14.1%
20%
10%
7- 5.1%
3
16.1%
50%
40%
5 - 2.7%
4
7.2%
8 - 4.0%
0
36.7%
1
15.4%
1
6.2%
0 - 3.2%
0
11.6%
0
8.4%
4.26
2.84
3.32
2002
2007
2002
1
13.8%
1
10.8%
0
15.6%
No Response
5.7%
0
8.1%
No Response
5.7%
No Response
10.2%
1.45
3.14
2.99
2007
2002
2007
DBQ
CCOT
Bill Strickland, East Grand Rapids High School
Comparative
bstrickl@egrps.org
Sect. 1 - p. 35
12
Commentary on AP World History Charts & Graphs
Note the trend from DBQ through CCOT to Comparative. This chart is the Essay equivalent of the
multiple choice cumulative average chart. Note how the average essay scores drop, and the frequency of
“No Response” essays increases. Students might lose track of time during the exam, or become tired and
less willing/able to write a quality essay as they struggle through the two hour of the writing portion.
What does this mean for AP Teachers? We have to train our students to write essays under realistic
testing conditions. (10 min to read DBQ documents, then 40 min per essay)
Just as students’ performance on the multiple choice section of the exam is encouraging, their
performance on the essay writing section leaves much room for improvement.
Final Conclusions
All of this data raises an interesting question that teachers want to know:
“Has the APWH Exam become ‘easier’ or ‘harder’ since 2002?
The answer is difficult to quantify, and any conclusions should be tentative. What is clear is that
students performed better on the multiple choice section in 2007, but worse on the essay section
compared to 2002. When the Redesigned 2012 exam is released in the Fall of 2013, we’ll have more
quantitative data to interpret.
2002
Multiple Choice Section score
50.2%
57.7%
Weighted Composite Score equivalent
Raw Essay Section Score
2007
+7.5%
22.65
10.72
29.50
7.28
Weighted Composite Score equivalent
Net Overall Composite Score
Difference
+6.85
-3.44
23.83
16.18
-7.64
46.48
45.68
-0.80
Composite Score Required for a: 5
78
74
-4
4
62
60
-2
3
43
43
Same
2
27
27
Same
The author is not a statistician, and claims no special expertise in determining the appropriate “cut
levels” between 5-4-3-2-1. The multiple choice section has become “easier” while the essay section is
“harder,” but on first glance the “cut levels” between 5-4-3-2-1 have been adjusted accordingly to ensure
reliability throughout 2002-2007.
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Sect. 1 - p. 36