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1、 AP World History 2007 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,0
2、00 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, a
3、nd teaching and learning. Among its best-known programs are the SAT, the PSAT/NMSQT, and the Advanced Placement Program (AP). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. 2007 Th
4、e College Board. All rights reserved. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Permission to use copyrighted
5、 College Board materials may be requested online at: Visit the College Board on the Web: . AP Central is the official online home for the AP Program: . 2007 AP WORLD HISTORY FREE-RESPONSE QUESTIONS 2007 The College Board. All rights reserved. Visit (for AP professionals) and (for students and par
6、ents). GO ON TO THE NEXT PAGE. -2- WORLD HISTORY SECTION II Note: This exam uses the chronological designations B.C.E. (before the common era) and C.E. (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini), which are used in some world history textbooks. Part A (Sugges
7、ted writing time40 minutes) Percent of Section II score33 1/3 Directions: The following question is based on the accompanying Documents 1-8. The documents have been edited for the purpose of this exercise. Write your answer on the lined pages of the Section II free-response booklet. This question is
8、 designed to test your ability to work with and understand historical documents. Write an essay that: Has a relevant thesis and supports that thesis with evidence from the documents. Uses all of the documents. Analyzes the documents by grouping them in as many appropriate ways as possible. Does not
9、simply summarize the documents individually. Takes into account the sources of the documents and analyzes the authors points of view. Explains the need for at least one additional type of document. You may refer to relevant historical information not mentioned in the documents. 1. Using the document
10、s, analyze Han and Roman attitudes toward technology. Identify one additional type of document and explain briefly how it would help your analysis. 2007 AP WORLD HISTORY FREE-RESPONSE QUESTIONS 2007 The College Board. All rights reserved. Visit (for AP professionals) and (for students and parents)
11、. GO ON TO THE NEXT PAGE. -3- HAN DOCUMENTS Document 1 Source: Han government official, writing to local officials concerning flood prevention, early second century B.C.E. I request that you establish water conservation offices in each district and staff them with people who are experienced in the w
12、ays of water. There should be one high official and one deputy with just enough workers to meet the need. For the area on both sides of each river select one person as chief hydraulic engineer. Order inspections of the waterways, the walls of the cities and their suburbs, the dikes and rivers, canal
13、s and pools, and government buildings and cottages, and supply enough workers to those who are to carry out the repair work in each district. Document 2 Source: Huan Guan, Han government official, Discourses on Salt and Iron, first century B.C.E. In earlier times workers were allowed to do both foun
14、dry work and salt-boiling as long as they reported the work and paid a tax. Tools manufactured by individual families to do this work were well-made. Today the iron tools that workers are required to use are produced by the state using convict labor; these tools are often crude and not very function
15、al. In previous times the tools manufactured by workers for their own use and for sale were of excellent quality. Now that the state has monopolized the salt and iron trades, most of the tools provided to the workers are hard and brittle and the responsible government officials are often not available to take complaints. Good implements are hard to come by. Salt and iron are now sold at very high prices by the state and many common people cannot afford to buy either. Some of the poorest peasants now have no ch
