Section I: Multiple-Choice & Short-Answer
The first half of the AP World History Modern exam structure focuses on breadth and rapid synthesis. Section I is divided into two parts: Part A, the Multiple-Choice Questions (MCQ), and Part B, the Short-Answer Questions (SAQ). Part A consists of 55 questions to be completed in 55 minutes, accounting for 40% of the total score. These are not isolated fact-recall questions; they are stimulus-based, meaning every set of questions is tied to a primary or secondary source, map, or data visualization. Immediately following the MCQ, students transition to Part B, which requires answering three short-answer questions in 40 minutes. This part contributes 20% to the final grade. The shift from the rapid-fire recognition required in the MCQ to the concise, evidence-based writing of the SAQ demands a high level of mental flexibility. Success in Section I hinges on maintaining a pace of one minute per multiple-choice question to ensure no points are left on the table before moving into the high-stakes writing portion.
Section II: Document-Based & Long Essay Questions
Section II represents the most rigorous phase of the assessment, focusing on deep historical argumentation and the application of historical thinking skills. This section is composed of the Document-Based Question (DBQ) and the Long Essay Question (LEQ), which together account for 40% of the total score (25% and 15%, respectively). Candidates are given a total of 1 hour and 40 minutes for this section, which begins with a mandatory 15-minute reading period. This time is specifically designed for analyzing the seven documents provided for the DBQ. While the proctor will provide suggested time increments—typically 60 minutes for the DBQ and 40 minutes for the LEQ—the time is technically unblocked, meaning students must exercise disciplined self-regulation. The DBQ requires the integration of diverse sources into a cohesive argument, while the LEQ tests the ability to construct a narrative from memory, choosing one of three prompts covering different chronological periods.
Mastering the Multiple-Choice Questions (MCQ)
Number of Questions and Timing
The APWH multiple-choice format is designed to test both accuracy and speed. With 55 questions and 55 minutes, the one-minute-per-question rule is the absolute ceiling. However, because questions are grouped in sets of three to four based on a single stimulus, the actual cognitive load varies. A dense primary source text from the Enlightenment may take longer to process than a clear demographic chart of the Columbian Exchange. Scoring is based solely on the number of correct answers, a system known as rights-only scoring, which means there is no penalty for guessing. Candidates should never leave a bubble blank on the Scantron sheet. Efficient testers often use a "two-pass" system: answering the most accessible stimulus sets first and circling more complex analytical questions to return to if time permits, ensuring they secure all "low-hanging fruit" points before the 55-minute mark.
Content Focus and Stimulus Materials
Unlike traditional history tests, the MCQ section rarely asks for simple dates or names. Instead, it utilizes stimulus-based multiple-choice questions that require students to situate a source within its historical context. These stimuli include excerpts from journals, legal codes, posters, and even architectural plans. A question might present a 16th-century Mughal miniature painting and ask how it reflects the consolidation of imperial power. This requires the student to identify the Historical Situation, the intended audience, or the author’s purpose. Approximately 40–60% of the questions focus on the period 1750 to the present, though the entire curriculum from 1200 CE is represented. The difficulty lies in the distractors—answer choices that are historically true but do not directly relate to the provided stimulus or the specific question asked.
Effective MCQ Test-Taking Strategies
To excel, students must move beyond reading for comprehension and start reading for evidence. The most effective strategy is to read the source citation before the text itself. Knowing that a document was written by a British colonial official in India in 1857 provides immediate context (the Sepoy Mutiny) before a single word of the excerpt is read. This process of sourcing allows the brain to activate relevant prior knowledge. Furthermore, students should practice the process of elimination by identifying "absolute" language—words like "always," "never," or "entirely"—which are rarely correct in the nuanced field of historical analysis. By focusing on the relationship between the stimulus and the broader learning objectives defined by the College Board, candidates can identify the intended answer even when two choices seem plausible.
Tackling the Short-Answer Questions (SAQ)
SAQ Structure and Prompts
The AP Modern short answer questions serve as a bridge between the MCQ and the long-form essays. Students must complete three questions, each containing three sub-parts (A, B, and C). Question 1 is required and includes a secondary source, often featuring two historians with conflicting interpretations of an event like the Industrial Revolution. Question 2 is also required and includes a primary source or visual stimulus. For the third requirement, students choose between Question 3 (covering periods 1200–1750) and Question 4 (covering 1750–present), neither of which provides a stimulus. This choice allows students to lean into their chronological strengths. Each sub-part requires a distinct task: usually identifying a historical development and then explaining how or why that development occurred in relation to the prompt.
Time Management for Three Questions
With only 40 minutes to complete three multi-part questions, students have roughly 13 minutes per SAQ. This is a tight window that leaves no room for introductory paragraphs or fluff. The most effective approach is the TEA method: Topic sentence, Evidence, and Analysis. A student should spend roughly 4 minutes on each sub-part (A, B, and C). Because each part is scored independently as either correct (1 point) or incorrect (0 points), a failure to manage time can result in losing easy points on the final question. It is often beneficial to answer the sub-parts in order, but if a student is stuck on the "Analysis" of Part B, they should move to Part C immediately to ensure they capture all possible points within the 40-minute block.
Scoring Criteria for Concise Answers
SAQ scoring is binary; you either earn the point or you do not. There is no partial credit for a "good try." To earn the point, the response must provide a specific piece of historical evidence—a proper noun, a specific law, or a defined movement—and link it back to the prompt. For example, if asked to explain one way the Silk Road affected state-building, simply stating "it helped empires grow" is insufficient. A scoring response would specify that the Mongol Empire protected trade routes like the Silk Road, which increased tax revenue and allowed for the expansion of their administrative bureaucracy. The key is the "because" or "as a result of" statement. Graders look for the direct connection between the evidence provided and the historical process mentioned in the prompt.
Conquering the Document-Based Question (DBQ)
The 15-Minute Reading Period Strategy
When Section II begins, the AP World History DBQ time starts with a 15-minute reading period. While students are technically allowed to start writing during this time, it is highly discouraged. The most successful candidates use this window to perform a deep dive into the seven documents. This involves more than just reading; it requires active "bucketing." Students should group documents into categories that will eventually become their body paragraphs. For instance, if the prompt asks about the effects of silver trade, a student might group documents into "Economic Shifts," "Social Stratification," and "Environmental Impact." During this period, students should also identify which three documents they will use for HIPP analysis (Historical Situation, Intended Audience, Purpose, Point of View), as this is a specific requirement for earning the Evidence and Analysis points on the rubric.
Analyzing the Seven Provided Documents
The DBQ is not a test of how well you can summarize text; it is a test of how you use text as evidence to support a claim. To earn the full points for evidence, a student must use at least six of the seven documents to support an argument. However, the standard for "using" a document is high. It requires interpreting the content and explaining its relevance to the thesis. A common pitfall is quoting the documents extensively. The College Board prefers paraphrasing and synthesis. If Document 1 is a map of Portuguese trade posts and Document 2 is a diary entry from a merchant in Goa, the student should synthesize these to discuss the "armed trading-post empire" model rather than describing each document in isolation. This demonstrates a higher level of historical thinking.
Constructing a Historical Argument
The backbone of the DBQ is the thesis statement, which must be a defensible claim that establishes a roadmap for the essay. It should appear in the introduction or conclusion and must go beyond a simple restatement of the prompt. Beyond the thesis, students must strive for the Complexity Point, often considered the most difficult point to earn. This is achieved by demonstrating a nuanced understanding, such as explaining both continuity and change, or by corroborating the documents with evidence from a different time or place. Additionally, the essay must include "Outside Evidence"—a specific historical fact not mentioned in any of the seven documents—to demonstrate that the student’s knowledge extends beyond the provided packet.
Writing the Long Essay Question (LEQ)
Choosing Your Essay Prompt
The final portion of the exam offers a choice between three different LEQ prompts. All three prompts test the same historical thinking skill—such as Causation, Comparison, or Continuity and Change—but they apply it to different time frames. Option 1 typically covers 1200–1750, Option 2 covers 1450–1900, and Option 3 covers 1750–2001. Because the prompts are released simultaneously, students should spend the first 2 minutes of the LEQ period quickly outlining their potential evidence for each. The choice should be based on the density of specific historical evidence the student can recall. If a student remembers the details of the Haitian Revolution and the Simon Bolivar's Jamaica Letter vividly, they should choose the prompt that encompasses the 19th century, even if the phrasing of another prompt seems slightly easier.
Developing a Thesis Without Documents
Unlike the DBQ, the LEQ provides no "crutch" in the form of documents. The student must generate a thesis and supporting evidence entirely from memory. The thesis must still follow the same rules: it must be a claim that can be supported by evidence and must address all parts of the prompt. For an LEQ on the causes of the Cold War, a thesis might state: "While ideological differences between capitalism and communism were a foundational cause, the Cold War was primarily driven by the power vacuum in post-WWII Europe and the race for nuclear hegemony." This sets up a multi-causal analysis that allows the student to organize the essay into clear thematic body paragraphs, facilitating a logical flow of information.
Organizing a Coherent Historical Argument
Organization is the difference between a list of facts and a historical essay. Each body paragraph should begin with a topic sentence that links back to the thesis, followed by specific evidence. For the LEQ, "specific evidence" means names, events, or processes. If discussing the spread of Buddhism, a student should mention the Silk Road, the Mauryan Emperor Ashoka, and the development of Mahayana traditions. To earn the Contextualization point, the student must also describe the broader historical backdrop—what was happening in the world that set the stage for this specific topic? This usually involves a 3–5 sentence bridge at the beginning of the essay that connects the prompt to the wider global narrative of the era.
Exam Day Logistics and Protocol
What to Bring (and Not Bring)
Success on the day of the exam depends on following strict exam day logistics set by the College Board. Candidates must bring several sharpened No. 2 pencils for the MCQ section and at least two pens with black or dark blue ink for the writing sections. Mechanical pencils are generally prohibited for the Scantron. A watch is highly recommended, provided it does not have internet access or a beep/alarm function, as many testing rooms do not have clocks in the direct line of sight. Students are strictly forbidden from bringing any electronic devices, including smartwatches, into the testing room. Bringing a small snack and water for the break between sections is advisable, though these must be kept in a designated area and cannot be accessed during the actual testing periods.
Check-in Procedures and Timing
Students should arrive at the testing site at least 30 minutes before the scheduled start time. The check-in process involves verifying identity and securing personal belongings. Once the exam begins, the proctor will read a lengthy set of instructions, which does not count toward the testing time. It is crucial to remain focused during this period, as the proctor will explain how to fill out the AP ID labels and the unique form codes required for the answer sheets. Mislabeling a booklet can lead to significant delays in scoring. Once the first section begins, no students are allowed to enter the room, and leaving early is generally not permitted, even if a student finishes a section before the time expires.
Completing the Answer Booklet
The transition between the MCQ and the free-response sections is a critical moment. When moving to the SAQ, DBQ, and LEQ, students must ensure they are writing in the correct locations within the answer booklet. Each SAQ has a designated page, and writing outside the margins or in the wrong box can result in the response not being scanned properly. For the DBQ and LEQ, students must circle the number of the question they are answering at the top of the page. Because the essays are often scored by different readers in different locations, failing to identify which LEQ prompt was chosen can lead to a zero. Clear, legible handwriting is also a factor; while readers are trained to decipher various styles, an unreadable essay cannot be scored. Use the provided planning pages for outlines, but remember that only the work written in the official response areas will be evaluated for the final score.