2022AP世界曆史北美卷FRQ考題解析及難度評估

各位AP小夥(huo) 伴們(men) 好呀~2022年5月12日進行的AP世界曆史：現代考試已經結束，本場考試為(wei) 線下紙筆考試，CB官網已更新了北美地區考試所用到的FRQ真題。

整體(ti) 點評

總體(ti) 來說，考試的難度正如我們(men) 所預測的一樣，較2021年有所降低，FRQ考試的內(nei) 容更加脫離歐洲/美洲中心，聚焦於(yu) 亞(ya) 洲、非洲及拉丁美洲。考點中的蒙古帝國、哥倫(lun) 布大交換、帝國主義(yi) 及殖民地、綠色革命都是我們(men) 在長線班課和衝(chong) 分集訓的課程中所反複強調的重要考點。而考試中的難點主要聚焦在LEQ中，延續去年的考試，LEQ考察的知識點不及前麵的SAQ及DBQ中的重點，但也不是冷門，我們(men) 觀察到近幾年CB考試往往傾(qing) 向在LEQ中增加難度，測試同學們(men) 對曆史的分析和理解。

逐題分析

SAQ 1

題目分析

這道題出自曆史學家Michal Biran的secondary source文章，SAQ 第1題往往是整個(ge) SAQ裏麵最難的一道，相較前兩(liang) 年的考試這道題的閱讀難度不高，作者的觀點十分清晰。三道題中第二小題有點難，第一問和第三問較為(wei) 簡單。

考點難點

這道題考查的是第二單元蒙古帝國及其影響，作者指出蒙古的擴張被認為(wei) 是歐亞(ya) 大陸變化的最後一個(ge) 篇章，但同時更被認為(wei) 是新時期的第一個(ge) 篇章。作者的核心觀點在最後一句，蒙古時代是“舊世界”更加融合的時期，但蒙古人並不僅(jin) 限於(yu) 被動的媒介作用，更是積極推動跨文化交流的樞紐。

第一小題考查的是能夠支持作者“蒙古和促進舊世界融合”的觀點的經濟發展例子

第二小問考查的是能夠挑戰作者“蒙古作為(wei) 新時期的第一個(ge) 篇章”的觀點的例子

第三小問考查的是蒙古擴張導致的跨文化交流和交換

答題方向

a) One economic development that would support Biran’s argument regarding the Mongols and the “integration of the old world” was the development of the Silk Road under Mongol rule and Pax Mongolica. The Mongols helped establishing banking houses and caravansaries to facilitate trade and exchange.

b) One piece of evidence that would challenge Biran’s argument regarding the Mongol and “the first chapter of a new era” was that the Mongol Empire eventually fragmented soon after expansion and their ruling in Ilkhanate and the Yuan Dynasty were short-lived and unpopular.

c) One intercultural transfer resulted from the Mongol conquests was the spread of Chinese art patterns such as the cloud and phoenix motifs to Ilkhanate.

SAQ 2

題目分析

這道題給了我們(men) 一張圖片，與(yu) 往年常考繪畫類的圖片題不同，這次的圖片是1856年廣州的外國商行和本地商行的“地圖”。在圖中我們(men) 看到了眾(zhong) 多歐洲商行如丹麥、西班牙、法國、美國等，還有一些商行是由中國商人所開。

考點難點

這道題實質在考我們(men) 第六單元中關(guan) 於(yu) 帝國主義(yi) 及經濟殖民的內(nei) 容。這道題的關(guan) 鍵是同學們(men) 是否能夠注意到1856年這個(ge) 年份和地圖的作者英國皇家海軍(jun) ，此時的大背景是中國經過鴉片戰爭(zheng) 逐漸淪為(wei) 列強的經濟殖民地，列強開始了對中國的攫取。說到底這道題其實還是在考時間。

這道題考查的是同學們(men) 所熟悉的中國曆史內(nei) 容，應該是眾(zhong) 多考生得分的一道題，前兩(liang) 問相對簡單，第三問稍微有些難度。

第一問問的是1750-1900年經濟發展導致的地圖中的情形

第二問問的是1750-1900年政治發展導致的地圖中的情形

第三問問的是為(wei) 何英國皇家海軍(jun) 製作了這張地圖

答題方向

a) One economic development led to the situation was the trade dispute between the British and the Qing Dynasty. British had high demand for Chinese silk and porcelain, yet Chinese were not much interested in British products. Instead, the British came up with the plan to sell highly addictive product— opium to China under Chinese opposition.

b) One political development that led to the situation was in 1839, Chinese official forced British trade representative Charles Elliott to hand over smuggled opium for destruction and eventually led to the start of the opium war.

c) One reason why the survey of the Canton factories was carried out by the British Royal Navy was due to the Opium war from 1839-1842, largely carried out by the British Royal Navy and signing of the Treaty of Nanking enabled the British to have more trading privilege in China. Perhaps the survey was aimed to help the British merchants to establish more trading posts and warehouses in Canton and it also showed British power over trading posts in Canton.

SAQ 3

SAQ 3和4考查的都是熱門的考點，CB這兩(liang) 道題出的非常nice，考查第四單元哥倫(lun) 布大交換及第九單元綠色革命，兩(liang) 道題相對都比較容易，同學們(men) 更熟悉哪個(ge) 內(nei) 容就選擇回答哪道題就好

題目分析

第一題考查哥倫(lun) 布大交換的科技促因；第二題考查哥倫(lun) 布大交換中的糧食及家畜帶來的好處；第三題考查哥倫(lun) 布大交換中的糧食及家畜對環境的影響。

考點難點

這道題考查的是第四單元航海大發現中的哥倫(lun) 布大交換這一主題，而且沒有限定影響是對於(yu) 西半球還是東(dong) 半球，除了第三小題稍稍有些難度外，其餘(yu) 兩(liang) 道題都是基礎性的題目。

答題方向

a) Compass/lateen sail/astrolabe//mapmaking/ knowledge of wind pattern

b) Potatoes and corn to Europe resulted to population increase in Europe and Asia. Animals such as horses brought over to America helped Native American to hunt for buffalo

c) transfer of disease/environmental degradation

SAQ 4

題目分析第一題考查科技發展對於(yu) 綠色革命的促進作用；第二題考查綠色革命對發展中國家人口的好處；第三題考查綠色革命對發達國家的環境影響。

考點難點

綠色革命簡直是CB最喜歡的考點之一，今年又挑出來考查同學們(men) ，這道題唯一的難點是知識點源於(yu) 第九單元，是很多同學們(men) 複習(xi) 時候容易忽視的一個(ge) 單元

答題方向

a) Irrigation projects/pesticides/hybrids

b)agriculture yields increased and led to population growth in India and Mexico

c)Concern over erosion/ deforestation/ biodiversity

DBQ

題目分析

Evaluate the extent to which European imperialism affected economies in Africa and/or Asia in the nineteenth and early twentieth centuries.

這道題目考查的又是老生常談的帝國主義(yi) 對殖民地的經濟影響，隻不過今年我們(men) 看到CB將非洲和亞(ya) 洲合並在一起考查，前三個(ge) 材料來自亞(ya) 洲，包括印尼及印度；後四個(ge) 材料來自非洲，包括剛果、津巴布韋、坦桑尼亞(ya) 。對於(yu) 考點掌握紮實的同學來說，這道題可謂是送分題，但是對印度及非洲不太熟悉的考生來說，反而是增加了難度，這也是CB罕見的將亞(ya) 洲和非洲兩(liang) 個(ge) 不同的洲放在一起考，以往常常是拆開分別去考，凸顯此次考試CB更加注重全球聯係的趨勢。但總體(ti) 來說文章的閱讀難度也有所降低，對國際學生非常友好。

考點難點

這道題考的是第六單元帝國主義(yi) 及殖民地的問題，難度適中，對比2018、2019、2021三年，今年應該是最簡單的，而且比較友好的出了同學們(men) 相對熟悉的第六單元的內(nei) 容。這道題的重點是我們(men) 要分清在整個(ge) 殖民體(ti) 係中的不同actors，如歐洲殖民者、當地的當權者（許多選擇與(yu) 歐洲人合作聯合剝削平民）、平民及其反抗，這道題如果再加大難度還可以加入更多關(guan) 於(yu) 歐洲各國殖民者之間競爭(zheng) 的內(nei) 容，總體(ti) 來說是一道比較友好的題目了。

答題方向

DBQ其實答題思路很多，並沒有標準答案，言之有理即可，以下分析供同學參考：

?Doc. 1

Content: 

Dutch sugar factory hard to get workers due to local peasants had to also work for the cultivation system. Both under the Dutch colonial government in Jakarta, often resulting to multiple demands for labor.

HIPPO:

Purpose: The author was a manager of government-run sugar factory reporting to the Dutch colonial government, the purpose was aimed for the government to change the current system

Group:

+ local forced to work for colonial government project

?Doc. 2

Content: 

Reports for British Parliament, Indian changed from exporting textiles to importing British textile from 1810-1830

HIPPO:

Historical Situation: Seven Years War, British took more control over India after 1763, mercantilism policy asking colony to provide more raw material and served as a market for colonial power, price was often set by the colonial power, industrialisation

Intended Audience: British Parliament, data might be exaggerated to reflect British East India Company’s achievement

Outside Evidence: Opium trade between India/China/British  Sphere of influence

Group:

+ Imbalanced trade

?Doc. 3

Content:

Indian journalist criticizing Indian cotton industry workers not willing to give up their “hereditary trades” and change to other occupations

HIPPO:

Historical Situation: India Caste System/ no social mobility/rise of nationalism

POV: Indian Intellectual

Outside Evidence: 1857 Sepoy Rebellion  

Group:

- Maintained traditional occupation

+ Increased trade under British rule

?Doc. 4

Content:

Ruler of Zimbabwe willing to offer rights of raw material in his country in exchange of European technologies such as rifles and economic resources for defense

HIPPO:

Historical Situation: Great Zimbabwe gold material for trade

Outside Evidence: Imperialist Cecil Rhodes proposed to built a railroad in Africa to connect all English colonies from North to South for export African raw material

Nuance: entire tribe might not be interested and later rebelled (connect to Doc. 6)

Group:

+ Exchange products for the ruler’s own benefit

?Doc. 5

Content: 

Congolese refuge reported to Belgian government the harsh condition that Congolese were facing. They often had to pay large amount of rubber and their pay often went to the village chief instead.

HIPPO:

Historical Situation: Congo and King Leopold II’s rule and mutilation/ Congo’s rubber and ivory sources

POV: Congolese refugee might exaggerate the condition they were facing

Nuance: African local chief’s power

Group:

+ Colonial extract raw material

-  Chief remained powerful in dividing economic resources

?Doc. 6

Content: 

Member of the Ndebele ethnic group of Zimbabwe memoir of working for British mines and farms and were able to gain some economic opportunities. However, the British added heavy taxes and demanded them to pay rent even living on it’s own land.

HIPPO:

POV: As the event had passed for almost 50 years, it is likely the information was not accurate and given the fact that the information was recorded by anti colonial activist, it is likely that the description of the event was exaggerated

Nuance: African local chief’s power over commoners

Group:

+ heavy taxes/unequal treatment

?Doc. 7

Content: Tanzanian suffered harsh treatment by the Germans, often had to work on cotton plantations to produce raw material shipping back to Germany and pay heavy tax, eventually led to rebellion

HIPPO:

Historical situation: Imperialism demand for raw material and market

Berlin Conference in 1884 divided almost all of Africa

Memoir not published many years later

Group:

+ heavy taxes/ raw material

看完所有材料，我們(men) 可以將材料分為(wei) +/-兩(liang) 麵，按照目前的分組，+的部分遠多於(yu) -的部分，因此論點會(hui) 重點提出帝主義(yi) 對亞(ya) 非經濟的影響，包括heavy tax/unequal treatment/exploit of raw material, 而-的部分則可以寫(xie) 印度人保持了傳(chuan) 統的occupation及local chief仍然有很大的power，並可能成為(wei) 歐洲殖民者的代理人，另外就是有些非洲當地的elite如坦桑尼亞(ya) 的統治者能夠利用歐洲人換來更多的武器去defend自己的土地。

這道題的背景就非常好寫(xie) 了，industrial revolution和imperialism的rationale都可以提到。

LEQ 2

題目分析

In the period before circa 1500, states in the Americas used a variety of institutions, policies, and practices to consolidate and expand their scope and reach.

Develop an argument that evaluates the extent to which ONE pre-Columbian state in the Americas was successful in consolidating and centralizing its authority during this period.

考點難點

這道題考查的是第一單元美洲文明的內(nei) 容，不管是世界曆史還是美國曆史，近兩(liang) 年我們(men) 都看到了考試中越來越側(ce) 重前麵2個(ge) 占分比例相對不高的單元，也是提醒同學們(men) 複習(xi) 的時候雖要有重點但是不能有遺漏。這道題還是有一定的難度，主要是同學們(men) 對美洲文明，特別是哥倫(lun) 布發現美洲之前的知識本來就印象不夠深刻，而且這道題還增加了難度，隻能講一個(ge) 國家，如果大家恰巧沒有背第一單元美洲的內(nei) 容的話這道題隻能放棄。但我們(men) 也要注意到這道題對於(yu) 美國學生來說會(hui) 相對簡單一些，

答題方向

Inca: Human Sacrifice, Inca Road, Quipu, Mit’a system, bureaucracy, divided empire into 4 provinces and each had a governor

Aztec: Human Sacrifice, Tribute system, Tenochititlan, warfare and capture enemy for sacrifice

Cahokia: Mound builder, rigid class system

Context: Different states used different method to consolidate power (e.g. Civil Service Exam/Devshirme system/Monumental art)

Complexity: Connect to different historical period, after the Spanish took control, mit’a system remained however, more changed

Comparison different American empires

LEQ 3

題目分析

In the period circa 1450–1750, the global increase in trans-regional contacts led to both expansion and contraction of existing religions as well as the development of new religious practices.

Develop an argument that evaluates the extent to which military conflict or conquest was the main cause of religious change in this period.

考點難點

這道題考查的是第四單元的內(nei) 容，比較有意思的是這道題問了cause而非我們(men) 常見的effect，這也是近兩(liang) 年曆史考試的趨勢。相對另外兩(liang) 道題，這道題是最為(wei) 簡單的，我們(men) 可以同意此觀點，即認為(wei) 軍(jun) 事矛盾是作為(wei) 宗教變化的主要原因，也可提出自己的看法，說出其他原因，比如跨文化交流、貿易、missionary傳(chuan) 教等等，這道題能夠提出的evidence很多，無非就是宗教的傳(chuan) 播/融合/反抗。

答題方向

傳(chuan) 播：Spread of Islam and Hinduism through Indian Ocean Trade/ Spread of Christianity and Islam to China through trade/ Spread of Christianity to America through military conflict/ Sunni Shi’a conflict/sufi

融合：Vodun combined Christianity and animism through African forced migration to America/ Virgin of Guadalupe/ Sikhism created through cross culture communication between Hinduism and Islam

反抗: European conquest forced Native American to practice it’s religion in secret/ Pueblo Revolt

總結以上內(nei) 容，不難找到解題思路。這道題我們(men) 可以采用讓步的方式，肯定military conflict是主要的原因，但是還有貿易的原因，貿易的例子很多，絲(si) 綢之路、印度洋貿易傳(chuan) 播宗教，而main argument我們(men) 可以舉(ju) 西班牙人conquer美洲之後的傳(chuan) 教造成了基督教的傳(chuan) 播及syncretism，還造成了Native American偷偷practice自己的宗教；然後我們(men) 還可以對比不同的殖民對於(yu) 宗教的傳(chuan) 播力度不同，比如西班牙人對於(yu) 傳(chuan) 播天主教十分熱忱，而相應英國在美洲殖民地的傳(chuan) 教熱情則略遜於(yu) 西班牙。

LEQ 4

題目分析

In the late twentieth century, the spread of free-market economic ideas led to numerous changes around the world.

Develop an argument that evaluates the extent to which the spread of free-market ideas led to economic change during this period.

考點難點

這道題看似難度較大，很多同學看到題目的時候可能會(hui) 疑惑，不知到底題目在考什麽(me) ，其實考查的是第九單元的內(nei) 容。

今年的LEQ題目很有意思，第一道和第三道分別考查頭尾兩(liang) 個(ge) 單元的內(nei) 容，而第二道考查的則是重點第四單元的內(nei) 容，大家在考試中遇到20世紀後半期的period，其實可以試試用common sense解題，比如這道題我們(men) 完全可以推翻他的說法，認為(wei) 科技的發展更加促進經濟的變化；也可以順著他的思路說。這道題延續了2019年和2021年考卷中最後一道LEQ題目關(guan) 於(yu) period 4中的經濟變化的考查，值得重視。

答題方向

Spread of Free-market idea: Ronald Reagan (US) Margaret Thatcher (Britain) Deng Xiaoping (China) Augusto Pinochet (Chile) Post-War Japan EU

Technology: knowledge economy/internet/e-commerce/air travel/petroleum/green revolution/medical innovation

Context: End of Cold War/economic growth/technology development