2026 AP WORLD EXAM HAS BEEN RELEASED!!!! #apworld #apworldhistory

本站添加: 2026-05-11

[00:00:00]What is up? It's Saturday morning.

[00:00:04]It's Saturday morning and I'm making a video why they have released the 2026 AP World History exam. So, I'm going to give you first reactions as I go through and kind of see what's what I would have done. You guys did this on Thursday. By the way, this is like the earliest I think they've ever released it. So, I'm going to drop this video as quickly as I can. So, I'm not going to like um take too much of your time. I'm going to walk you through what I think would be a good thing. Uh you can find it just uh Google AP World History released exams. Um this is it o over here on my side. So I'm going to shrink myself down in a second. Um hopefully what I'm looking at it. It doesn't seem It doesn't seem awful. It seems fine. Is that a ringing endorsement? It seems okay. Um I think there um a lot of avenues for you to um answer a lot of these questions. There's some home runs here and um there are some struggles.

[00:00:53]Um, I don't know that this is the easiest DBQ that they've ever done. Um, the LQs and SAQs spec specifically the LQs I think are are pretty good just because you can always find I think you can always hopefully find one that's kind of your speed. Um, but more importantly uh or maybe not more importantly, the SAQs I think are um very doable. So um I think the SAQ and uh so I don't know. What did you think?

[00:01:22]What do you think? I don't know. I don't know. I'm interested to see what you think. So, I'm gonna be going over this in my classes this week, but I forgot I dropped this here. Uh, if you're one of the hundreds of subscribers, however many there are, and you want to see what I think, this is what I think of the exam. Uh, of course, uh, the DBQ is exactly as I predicted.

[00:01:39]No, it's not. Okay. So, all right. I'm going to run you through here on the side. I'm going to drop down to the corner here so you can see it a little more clearly. All right. So, you scroll through. You of course had this digitally, right? So, Whoa. Where am I?

[00:01:52]All right. So, we start with um the SAQ.

[00:01:57]So, I'm going to be looking at it. Uh you know, I scanned through it. So, I looked at the documents, too. So, uh here's some ideas I have. So, you have this um uh Matsamusa, basically little uh as we told you, secondary prompt, secondary source, Monsamusa, and you got an ABNC. Here's what I would have done on AB and C. So, describe one reason um for notice. Also, buy identifies identifies are gone. So like I don't know. I don't know. Uh they used to be apparently AP US AP hero don't have them. So maybe that's the goodbye identify for us. So we shall see. Um so describe one reason. So it's Matsumusa, right? So describe one reason for Monsamus's journey to Cairo and to Mecca. I would go Haj. It's the Haj.

[00:02:45]He's Muslim. He's going on the Haj to Mecca. I mean they literally put Mecca in there for you. So hopefully you know that it he's kind of I believe he's my MVP for unit one. If you go back and check my videos, I think he's the MVP for unit, if not the MVP for unit two.

[00:03:00]No, he's MVP of unit one. So uh and here they are asking about him. So hopefully those videos helped you out. Uh describe one piece of evidence not found in the passage that could be used to support your claim. Um I don't think they mention Oh, to support a claim in the second paragraph. Um sorry. Describe I'm reading these all. I got separate screens here. Describe one piece of evidence not found in the passage that could be used to support a claim made by the author in the second paragraph.

[00:03:28]Okay. The story mat tells a good deal first. It shows the 14th century large body followers. Uh Sahara organized in a large state. So he's basically just giving you the rundown as to trade routes and stuff. Okay. Um, you could have gotten into Oh, to support a claim made by Oh, you have to support the author's claim. My bad. Second, it indicates the lands of the south there were organized into large states. You could he doesn't say that. Oh, he does say Molly. He doesn't say Timbuktu. You talk about that city as a trade city. Uh, you could talk it really any of the uh the technology. So, like camel camel saddles was one that we went over in my class.

[00:04:11]Um the the spread of the religion across the trade routes. He's not really talking about that. Uh I think that's good. I think that would get you the point. So again, you just need to bring up. You just need to have a little more Monsamusa than they're giving you to support something that he's saying uh that it could be crossed.

[00:04:28]You could talk about trade routes. Uh the transparent trade route, gold, salt.

[00:04:32]I'm not seeing gold and salt in paragraph 2. That is a good thing to say and that is a needed entity and it's traded and etc. And Ib and Batuda uh go with that. So see using using a specific example explain how long-distance trade routes affected the societies they connected in the period using a specific example how they affected the societies.

[00:04:57]I think I just go with the religion, spread of religion here for um for letter C like uh it's key for all the trade routes. So obviously Islam is a big deal in West Africa. So that spread is kind of the move there. Um and how longist trade routes affected the societies they connected. That's what I would I mean that's that's probably the most specific I could well they're just saying how they using a specific example explain how longist trade affected the societies they connected. That could be anywhere. You could have said anything there. So don't don't get stuck in West Africa. Using a specific example, explain how long-distance trade routes affected the society. So anything, anything spread of Buddhism, any of those. So they're saying a specific example. So pick one. So if you said Buddhism to China or something like that, uh, that would work. I believe a plague, go with the plague. That definitely affects society when everyone's dying. So that's the first one. Secondary source. Then you run into this primary source here um of ah Francis Xavier. So that's a guy that you may have known amongst the um the people or amongst the uh authors. You rarely get one here. So he's in India. Um uh he is a Jesuit, Spanish Jesuit. So he's there in 1549. Not that that matters, but he is there during that time period. During describe one technology the Oh, you don't need that.

[00:06:20]describe one technology that Europeans in the period circa 1450 to 1750 to travel to the regions mentioned in the passage. So it means he's going around Africa that means any anything astrolled compass the old leen sale like um those are kind of the heavy hitters that I would have gone with uh describe one example uh from any world region.

[00:06:44]Damn, you don't need you don't need to read this one at all. Save some time here. Describe one example from any world region that would support Oh, you do have to know the author's claim. Look at me. Uh, in the second paragraph about the European treatment of indigenous people. Uh, they were kinder to new converts. A greater number would convert, but as things stand, the Indians see that converts are despised and looked down upon by the Portuguese.

[00:07:03]So, it's natural they're unwilling to convert. Describe one example that would support the author's claim in the second paragraph about Europeans treatment of indigenous people. Anything about the Native Americans there, that's almost coded language like Native Americans.

[00:07:16]Uh, anything about the Native Americans there is going to get you the point.

[00:07:18]Explain how missionary activities by religious figures were challenged during 1450 to 1850. Um, I go Tokagawa, Japan said nah and just like stay out. Went full Sakoku. So if you talked about that, you'd be good. China also started um to shut stuff down. If you want to go the other way, Deos cases, everyone's unit four hero. That's kind of a big one. And then you have the choice. What did you choose? Where did you roll the dice? What did you By the way, I don't know how many multiple examples um there are. The College Board only released this one set. Normally they've done two.

[00:07:53]This year only one. I don't know what that means. It's because they hate teachers and they don't want us to use these going forward. But there's two here. So you have a unit two, Indian Ocean trade network here on unit 3. And then you have global trade from uh essentially unit five and six. So I dive into number four. Four is my my uh my jam as I'm wearing a pearl jam shirt.

[00:08:15]That's my jam. So, let's go through a there or three just in case you did uh let's see. Describe one geographical geographical or environmental characteristic. And you got to you can't just say like you got to describe what that means a little bit. So, uh one geographic or environmental characteristic of the Indian Ocean trade network in the period 1200 to 1450. Um that's just I mean in the blue boxes I always call them the blue boxes in the curriculum it literally says monsoon wind. So I assume people did a lot of monsoon talk there. If you're going to be scoring this one, explain how technological or economic developments contributed to the growth of trade in the Indian Ocean period. So if we are on number three, um God any any technological or environmental developments contributed. So the spread of any of those technologies, I mean they're out there using Compass, they're using Astrolabes. um technological or economic developments. I would go with that. I would I would lean heavy on navigation. That's me on that one. C explain how the growth of trade in the Indian Ocean affected states or societies in the period. So the how did it affect them? I mean you are there's a ton of diaspora here. Uh this is the part in the curriculum um that brings up like Jangha. So the spread of um uh the growth of states, the growth of trade is very very massive here. Any of that list of Buddha growth of Buddhist and Hindu states, they bring that up.

[00:09:42]The spread of Islam into Indonesia, I don't know. City growth, city growth, city growth, city growth, city growth.

[00:09:48]If you know a city, congratulations. But I don't do number three. Nah, I'm a unit four or unit three. I don't do number three. I'm I'm a number four guy. I'm liking number four a little bit more here. And again, that's up to you if you if you loved unit two and who didn't. Uh if not, I'm leaning heavy on this one.

[00:10:03]So, describe one change in the global in global trade during the period 1750 to 1914.

[00:10:10]Describe one global trade change. Um let's see.

[00:10:18]I would go anything imperialism here. Um the expansion of empire um of empires, the industrial revolution leading to all of that. I mean, that's all ripe for this one. Um, I mean, you could go with the Yeah, you could go with the end of the slave trade. That's trade. So, that's a big one. So, B, explain how economic or political developments in Europe shaped global trade.

[00:10:43]Come on. Come on. That one has everything. I mean, I would say capitalism showing up. That's kind of a big deal. Uh, I would say notice 1914 is, by the way, these all end in 1914.

[00:10:55]That's a that's a to war situation. So, you don't need to know dates, but if you did, that's kind of one of the ones. Um, so, uh, you could say that you could say, oh, so industrial revolution, industrial revolution, capitalism, any of that.

[00:11:11]That's going to completely change trade, especially for what they're after. And then letter C, oh, explain how global trade affected non-European states or societies. So, man, feel like they're This is a Is it very European? Am I just feeling like it's European? Um, no. You got Monsamusa, then you've got uh missionaries, so that's European. And then if you chose for, then that's a little European, but whatever. Um, so explain how global trade affected non-European states or societies during the period 1750 to 1914. Um, global trade affected, sorry, my dog Penny's here. She's a good girl. Uh, explain how global trade affected non-European states or societies.

[00:11:56]Oh my god. So, anything I mean, Congo, Opium, um, SEO, um, I mean, Haiti, you could say like Haitian Revolution. So, those are the SAQs. I think those are doable. I think they're just looking at it now, is kind of challenging. Kind of challenging. All right. So, it took me 12 minutes to do those. Hopefully, it took you 40. Uh, then you have the DBQ. evaluate the extent to which military conflicts in the 20th century changed the role of women in society. So were 20th century global military conflicts not global conflicts military so any how did war uh in this time period change the role of women. So war has to change women's role in society like how they're viewed amongst the people. So any background here ind so uh before you even get into documents context um the industrial revolution uh is huge uh you could get into enlightenment thought what's your woolstone craft situation any of that stuff feminism uh on the rise that is all going on leading up to the 20th century so I would go with that um if you wanted I mean you could give background to military conflict itself if you know the main causes of world war I if you know totalitarians and Hitler and all the World War II or growth of the Japanese empire imperialism. I mean, you could go for days here. I think this is anything from unit five and unit 6 is going to lead into this topic. So, uh any of that stuff, I think is golden. Uh I'm trying to think. Uh oh, yeah. Uh there's Sorry, I have my notes here. The the the cult of domesticity. Do you remember? Did you guys do that in class?

[00:13:26]How women's places in the home? Read these seven documents because that changed. Why? Global conflicts. There's one. So, you go through the documents.

[00:13:33]You got the the the magic boxer lady who then gets beaten to death when she gets home for disobeying and leaving the household. So, there's going to be some change uh pointed out here. Then you have um Penny.

[00:13:52]I don't know what Penny's eating in there. Uh it sounds like a bag. Hold on one sec.

[00:13:58]>> Hey, what are you doing?

[00:14:02]Okay, sorry.

[00:14:05]Not a bag. Just a piece of pizza that she found. It's a toy. It's not just I don't have pizza laying around my house.

[00:14:12]Or do I? So, uh, document two. So, document one. Uh, she gets beat to death. Uh, document two, women are helping in India. This is from uh, Francis Balffor. I don't know if she is related to Balffor declaration guy, but maybe. Um, so women are helping out with the war effort. Document three, women are helping out with the war effort in a Russian uh women workers in a Russian textile factory. So this is before communism. So don't get tripped up there. Um this one I love. Ooh, this image is awesome. Right before she's in the flower before she's just putting FL look at she's a lady and she's doing flowers and now she's making bullets and bombs to kill. So that's a big change.

[00:14:51]That is a big factory move there for La Petite Journal which is a French newspaper that we all subscribe to 1916.

[00:14:58]So, that's the middle of World War I.

[00:15:00]Document five, um, the ideal woman is actually a fighter. It makes her a better mother. I like that one. Uh, document six, um, women helping out. Um, your value is immeasurable. Um, they aren't really respected afterwards.

[00:15:13]According to this day, no one bothers to know what we what we think. Um, and so this is the Mau movement, which is I think it used to be mentioned in the curriculum. I don't think it is anymore, but it's a a violent outbreak uh against the British. So this is anti-imperialism but this is you know that's Mau Mau is uh an uprising. So I mean there were deaths there fighting against the British Joe Kenyatta becoming the leader after the British eventually are deolonized out. And then document 7 uh we're all the way in the Afghan um Soviet invasion of Afghanistan. So uh a woman working there and talking about what it was like and um her role there.

[00:15:52]So, Penny, come here. Penny, she's too big. She's like 85 pounds. Penny, say hi. Hi. Sorry. Okay, Penny. Okay, look up. Back up. Back up. Okay. Sorry. It's a live reaction. Sorry, guys. Uh, so how do you do it? So, uh, thesis statement just looking at that. So, how much? So, make sure you evaluate the extent to which um I would say major changes in the roles of women in society. Um, significant change, however, you know, however you want to do it. But don't just list categories. Hopefully, you just didn't say politically, militarily.

[00:16:24]Uh hopefully you gave up um uh something to the effect of the improvement. Not just that it improved, but maybe that it provided women with equal status.

[00:16:34]There's documents that say that um it um it would be my main because just again first glance at this, I'm not like graphing it out. I think I would just go with it. it led to equal status or a more equal status than was there before. I mean, I think that's what I say on this one. Um, again, you can almost pick anything. It changed their literal role if you're going from here. uh if you're saying like it provided literal changes with women in the workforce from um you know I don't know what would seem less um utilitarian or um a a traditional woman's job to a traditional man's job.

[00:17:21]So if women are getting into the factories 1916 but that's fine. Um if you said that it um kind of killed that cult of domesticity view and actually women fighting in wars led to again it's a lot of it's let's see here it's a lot of equalize. It's a lot of um um as a woman your value is immeasurable. Um a woman is very important in society but overlooked. So it provided them with um here's my problem. I always got to go back to the problem. It provided them with recognition uh changed the role of women in society. Women were being recognized for for being equals in society at least in some way. Document one doesn't show that though document one she gets beat to death for that. So in document two uh women aren't necessarily and again this is in India but aren't like Rosie the rivering but they are helping out. Um and then Russian women I mean that leads to the Russian revolution. So there's great great um historical context you could throw in there. The role of women uh in that one there. So then you just kind of need to go through the documents like that. That's what I would do on these. Um, so again, context is all that industrial industrial revolution, enlightenment, um, feminism, um, all of that stuff in the background that's going to eventually, uh, lead into, you know, women demands for equal access, equal rights. It, you know, they don't bring up, um, voting in here, so that's that's a great um a great chance for outside evidence. So, if you wanted to bring that in, um, that would be my go-to for, uh, evidence beyond the documents. Um, sourcing, I mean, you can break these down to source them if you want. Um, if I'm just flying through them, which is what I did. Uh, I would source, uh, see, I'm cheat mode. Your teacher is, too. Like, we're we're a cheat code. Like, because we know somewhat some history stuff. We do this for a living. So, I would go historical context on the first one. If you if you knew if you saw a box of rebellion, you're like, "Oh, I know that one.

[00:19:31]That's the magic peasants, the fists of righteous harmony, and they then do that here. Like that's what I would have done on document one. Sourcing on document two, again, British and the war effort.

[00:19:41]I would do that. Um uh and this is a a British women's rights activist. So, her point of view and trying to point out like how how crucial women were in the British war effort is kind of a um kind of a go-to there. Kind of an easy one. Uh, document three, strike. So, we're just doing sourcing here. Strike strike committee of women workers or Soviet as they'll call it later on of women workers from a Russian textile factory that produce soldiers uniforms. So you could say um the purpose of this document is to um get change uh eventually or I mean you can do historical context here um and go with led to Russian revolution type stuff like this is a woman uh's voice who is um they formed a committee and so they are pushing for rights because there there's no males left like this this is a big drive of the Russian revolution Um, document four, the Parisian worker.

[00:20:44]I don't know this newspaper or anything about it. Uh, the figure in the upper left portion. Yeah. Um, if you know Rosie the Riveter here, you could say it. Um, I don't know. I don't know. This one I wouldn't be super sorcy about. Uh, number five, um, women's rights activist point of view. Um, Kenyan woman MMO uprising. Um, you could do her you could do her point of view as well in the sense that this is much later much much later so she has more perspective or that you could I mean that's what I would do and then seven uh again I do historical context here Soviet invasion of Afghanistan um kind of what that meant to the end of the cold war uh and then she's there in that in that role so I go with that um evidence beyond again I'm doing Um um evidence beyond I would go with voting like I would go with uh uh uh uh suffrage women's suffrage also coming along like like that's something playing along in the background that they're not bringing up then um uh let's do the quick Whoops. I'm on the wrong thing. Let's go through the last bit. The LEQs. What did you choose? So you have 1,200, 1,600 uh military conflicts affected state building in Afroureasia. That's a wide openen question right there. So if you like gunpowder stuff, then that's that one was yours. Number three. So again, the DBQ women's rights is is done or women in the women in warfare warfare women DBQ is done. So now you're into the LEQs. You get to pick one of these. So maybe you did that one. Uh we'll come back to it. The third one, God, these are so Oh, migrations. um to which the migration of people in the period 600 led to social or cultural change.

[00:22:33]Development argument that evaluates the extent to which migration of people Oh, so that's end of unit six. Two sections on that. Uh so uh why is that happening?

[00:22:41]Uh and the development argument that evaluates the extent to which uh efforts to promote peace and or avoid international conflict during the 20th century were successful. So, not the non ones. None of this. Um, I guess you could bring up a counter-argument if you wanted um for uh uh what's the where they met up with Hitler and he promised to stop doing war and then he didn't stop doing war because Hitler's a liar. So, um I think I think Oh, what would I do? What did you do? I think I go I think I go with question two.

[00:23:16]Normally, I'm a later history guy. Like I'm a unit 6789 guy. 5 6 7 8 9. I think I go with number two. I think I do number two. So if you need some context on number two, you could. So again, this is basically gun. Yes, Penny is basically gunpowder empires and what are they doing and where did they come from?

[00:23:35]How did that affect state building is how they grow. So military conflicts, they all grew by conquering. So that's good. So possible context uh on two if you're going in the background um really where any like the rise of the Turks in the Islamic world um you could talk about uh the Ming losing the mandate of heaven and all the problems the Ming were having. You could talk about uh the Mongols are gone like notably here. This is I mean not in 1200 but um I mean you hell you could just do the Mongols here.

[00:24:05]You could just talk about the Mongol Empire. Um, I would lean later and I would do the the unit three gunpowder empires, but that's me. If you just went full Mongols on unit two, congratulations. That's awesome. You could talk about uh the Silk Road and the expansion of empire and blah blah blah technology and money and and and all that stuff. That's going to be some awesome awesome context, but then you just get into military conflicts like all I mean there's a ton of they all fought each other the whole time. So, uh, Sunni Shia, Ottoman, Safavid, um, Mingching, uh, that's fun to say. Um, I mean you could do everybody fighting back against the Mongols and how that affected that's a there's a lot of stuff there. There's a lot of stuff there. And so if you're wondering in unit 3, which you don't, but if you're wondering in unit 3 like how do they ask such a generic like how do how is it like they don't really have much in unit 3 that says like know this, no that, uh, that's how they ask that question. So it's very broad. And so I I'm I'm all over that one. I'm like there's too many opportunities again for evidence, evidence, evidence, evidence, evidence.

[00:25:02]So it's not the most contextual because it starts at the beginning of the course for you. So uh that could be tough but otherwise that's my go-to. So uh number three is talking about migrations 1600 to 1900. Evaluate the extent to which migration of people in the period 1600 to 1900 led to social or cultural change. So any context here is the spread of the Europeans um trading post empires colombian exchange triangle trade Atlantic system mercantalism to capitalism. It goes all the way to 1900.

[00:25:36]I mean you can do a lot of background there but it has to be social and or cultural change. Okay cool cool. Um evidence um and again this is like a end of unit 6 thing. So, people living in diaspora, if you know about Chinatown, um if you're watching Lagon this week, like I'm about to be getting into, you could talk about the spread of like cricket or you could talk about the spread of uh all kinds of cultural things. A lot of the cultural stuff.

[00:26:01]It's a lot of that's in unit 9 though.

[00:26:03]So, uh if you see culture, that's code for religion. So, any of that stuff is good. Um if you want to talk any specific migrants, go with the Chinese.

[00:26:13]The Chinese are everywhere. Again, I said Chinatowns, but you know, uh the gold rush, uh the railroad is a big deal. Or, um the amount of Irish people on the east coast, uh that's a big deal in American history anyway. But 1600 to 1900, you could just talk about um if you want to social change, all of the enslaved coming into Haiti and what that led to uh revolutionary stuff going on.

[00:26:40]Again, I'm back on two. I like two. And then four. So um and again you need a thesis and all that stuff. So for um to avoid international conflict. So how do you avoid conflict in the 20th century? So this is you better have League of Nations attempts and United Nations stuff all over this. Um I mean you could talk about the Cuban missile crisis and how that avoided stuff. All the background would be again um industrial revolution leading to massive conflicts and um or you know major military upgrades which made all conflicts awful. You get into mutually sure destruction I would say like that kept people from fighting. So nuclear proliference after World War II uh would be because it just says in the 20th century so any time in the 1900s uh hopefully you didn't mess up on that. um uh to promote peace. And you could say not you could say Treaty of Versail didn't, right? You could say NATO and Warsaw pack did at least keeping those countries from fighting. So there you go. That's that's what I would say. I don't know. That's what I would say. And again, that's exactly the DBQ I predicted. I don't know what you're talking about. Um so anyway, have a good summer. That's what I think. So if you wanted to glance back through it, that's it. Um you can go online and see. Uh that's my initial walkthrough. It's Saturday, so I'm not going to hang out here anymore. That's all I need. And if you're in my class, we'll talk about this on next week. So, there you go.

[00:28:08]Have a good summer. Uh hopefully it went well for you. Uh it seemed doable. It didn't seem mean. It didn't seem awful.

[00:28:13]So, um uh it was a good one. So, hopefully hopefully you survived three hours and whatever of this. So, all right. Have a good summer. Don't worry about AP World. Don't worry about world history again until college. Awesome.

[00:28:26]Thanks a lot, guys. The end.