This action might not be possible to undo. Are you sure you want to continue?
The College Board
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 College Board is composed of more than 5,700 schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,800 colleges through major programs and services in college readiness, college admission, guidance, assessment, financial aid and enrollment. Among its widely recognized programs are the SAT®, the PSAT/NMSQT®, the Advanced Placement Program® (AP®), SpringBoard® and ACCUPLACER®. 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.
© 2010 The College Board. College Board, ACCUPLACER, Advanced Placement Program, AP, AP Central, SAT, SpringBoard and the acorn logo are registered trademarks of the College Board. Admitted Class Evaluation Service is a trademark owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Permission to use copyrighted College Board materials may be requested online at: www.collegeboard.com/inquiry/cbpermit.html. Visit the College Board on the Web: www.collegeboard.com. AP Central is the official online home for the AP Program: apcentral.collegeboard.com.
collegeboard. (common era). This question is designed to test your ability to work with and understand historical documents. You may refer to relevant historical information not mentioned in the documents. Using the following documents.) Write your answer on the lined pages of the Section II free-response booklet. • Analyzes the documents by grouping them in as many appropriate ways as possible. (The documents have been edited for the purpose of this exercise.2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS WORLD HISTORY SECTION II Note: This exam uses the chronological designations B. analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Does not simply summarize the documents individually.C. 1. Visit the College Board on the Web: www.E. -2- . Identify an additional type of document and explain how it would help your analysis of the mechanization of the cotton industry.D. • Uses all of the documents. Part A (Suggested writing time—40 minutes) Percent of Section II score—33 1/3 Directions: The following question is based on the accompanying Documents 1-10. • Takes into account the sources of the documents and analyzes the authors’ points of view.E. • Identifies and explains the need for at least one additional type of document. (anno Domini).com. (before Christ) and A.C. Write an essay that: • Has a relevant thesis and supports that thesis with evidence from the documents. (before the common era) and C. which are used in some world history textbooks. © 2010 The College Board. GO ON TO THE NEXT PAGE. These labels correspond to B.
140 Document 2 Source: Data from the Japanese Imperial Cabinet Bureau of Statistics. -3- .405 MachineMade Cloth (millions of yards) 238 429 545 1.2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS Document 1 Source: Data gathered by British colonial authorities. Visit the College Board on the Web: www. PRODUCTION OF COTTON YARN AND CLOTH IN INDIA Year Hand-Spun Yarn (millions of pounds) 1884 1894 1904 1914 150 130 110 90 MachineSpun Yarn (millions of pounds) 151 381 532 652 Handwoven Cloth (millions of yards) 1. PRODUCTION OF COTTON YARN IN JAPAN (both hand spun and machine spun) Year 1884 1894 1904 1914 Millions of Pounds 5 117 278 666 © 2010 The College Board. GO ON TO THE NEXT PAGE.000 1.collegeboard.286 1.com.200 1.
collegeboard. -4- . while it was still dark. . From morning. Those who clearly had lung troubles were sent home right away. and so on. I think she worked for about two years.. We were not paid the first year.* and the following year 50 yen. they occasionally gave us a yam.com. and died soon after. In the second year my parents got 35 yen. Everyone feared tuberculosis and no one would come near such patients. There was no heat even in the winter. After work. Aki was also sent home. and then took to her bed because of illness. Aki had come to the factory determined to become a 100-yen worker and make our mother happy. When we worked later into the night. *Japanese currency © 2010 The College Board. GO ON TO THE NEXT PAGE. At that time there were about thirty sick people at the factory. She was in her thirteenth year. we worked in the lamplit factory till ten at night. We then had to do our washing. my younger sister Aki came to work there too. we had to sleep huddled together to stay warm. By then it would be eleven o’clock.2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS Document 3 Source: Two women recalling their girlhoods working in Japanese textile factories.Soon after I went to work in the factory. fix our hair. Visit the College Board on the Web: www. I can never forget her sad eyes as she left the factory sickly and pale. circa 1900. we hardly had the strength to stand on our feet.
Where do the cheap workers come from? They all come from farming communities. The peasants’ only salvation was the girls who went to work in the factories. This shows how important a force agriculture continues to be for the development of our nation’s commerce and industry. -5- . the girls were an invaluable source of income. Visit the College Board on the Web: www. That is why the workers’ wages are low.com. For these rural families. Japanese industrialist. circa 1900. GO ON TO THE NEXT PAGE. or are engaged in tenant farming but have surplus workers. People from families that are working their own land. The person who takes employment in the factory is an unattached component of the family. © 2010 The College Board. All he or she has to do is earn enough to maintain his or her own living. come to the cities and the industrial centers to become factory workers. Document 5 Source: Tsurumi Shunsuke.2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS Document 4 Source: Buddhist priest from a rural area of Japan from which many farm girls were sent to work in the mills. Income from the farms provides for the family needs and subsistence of the parents and siblings. The money that a factory girl earned was often more than a farmer’s income for the entire year.collegeboard. The poor peasants during this period had to turn over 60 percent of their crops to the landlord. Thus the poor peasants had only bits of rice mixed with weeds for food. circa 1900.
6 80. PERCENTAGE OF FEMALE COTTON TEXTILE LABORERS India and Japan. large numbers of handloom weavers have been abandoning their looms. and growth to the enterprising spirit of native bankers and investors. selected years India Year 1909 1924 1934 Percent (%) 22. Indian economist. Document 7 Source: Data from “Industrialization and the Status of Women in Japan. Visit the College Board on the Web: www. The Foundation of Indian Economics. 1916.6 © 2010 The College Board. 1973. who invest large capital as shareholders.collegeboard. promotion.1 21. For the last few decades there has been a rapid decline of the handwoven cloth industry throughout the country on account of the competition of machine manufactures.9 Year 1920 1925 1930 Japan Percent (%) 80. and financiers.2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS Document 6 Source: Radhakamal Mukerjee. The local textile industry owes its very existence. GO ON TO THE NEXT PAGE.” dissertation. Though many still wear clothing made from cloth woven on handlooms.6 18. -6- .com. investors.0 80.
Japan. -7- .2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS Document 8 Source: Photo from an official company history. Nichibo cotton mill. GO ON TO THE NEXT PAGE.com. 1920s. Visit the College Board on the Web: www. © 2010 The College Board.collegeboard.
Photo from a report on Indian textile mills. Document 10 Source: Arno S. -8- . Wages are low. British official of the International Federation of Master Cotton Spinners’ and Manufacturers’ Associations. Visit the College Board on the Web: www.com. 1935.2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS Document 9 Source: Report of the British Royal Commission of Labour in India. 1935. along with unemployed hand weavers. GO ON TO THE NEXT PAGE. and there has been no significant change in wages over the last decades. International Textile Manufacturers Federation. Most of the workers in the cotton mills are recruited from among the small peasants and agricultural laborers of the villages. The average worker remains in the same factory for less than two years. Pearse.collegeboard. Calcutta. They live in small rented huts. END OF PART A © 2010 The College Board.
collegeboard.2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS WORLD HISTORY SECTION II Part B (Suggested planning and writing time—40 minutes) Percent of Section II score—33 1/3 Directions: You are to answer the following question. Analyzes the process of continuity and change over time. You should spend 5 minutes organizing or outlining your essay. Write an essay that: • • • • Has a relevant thesis and supports that thesis with appropriate historical evidence.com. Visit the College Board on the Web: www. Sub-Saharan Africa Latin America/Caribbean © 2010 The College Board. GO ON TO THE NEXT PAGE. Uses world historical context to show continuities and changes over time. 2. Describe and explain continuities and changes in religious beliefs and practices in ONE of the following regions from 1450 to the present. -9- . Addresses all parts of the question.
2010 AP® WORLD HISTORY FREE-RESPONSE QUESTIONS WORLD HISTORY SECTION II Part C (Suggested planning and writing time—40 minutes) Percent of Section II score—33 1/3 Directions: You are to answer the following question. 3.E.C.C.) Mauryan/Gupta India (320 B. Analyze similarities and differences in methods of political control in TWO of the following empires in the Classical period. You should spend 5 minutes organizing or outlining your essay.com. Makes direct. Write an essay that: • • • • Has a relevant thesis and supports that thesis with appropriate historical evidence. Han China (206 B.E. Analyzes relevant reasons for similarities and differences.E.E. Addresses all parts of the question.E. relevant comparisons. -10- . Visit the College Board on the Web: www.–476 C.–550 C.collegeboard.–220 C.) Imperial Rome (31 B.) STOP END OF EXAM © 2010 The College Board.E.C.
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.