AP® World History: Modern
Units, Topics, and Key Concepts
The AP® World History: Modern (APWH) is both a difficult and rewarding course to take. World History is a popular AP Social Studies course with 317,000 students taking the exam in 2022, and 61.8% scored 3 or higher. APWH has benefits worth considering. You can earn college credits while still in high school if you do well on the end-of-course exam. Although AP World History course is designed to cover a two-semester introductory college world history course, few colleges offer credit for both semesters.
The AP World History: Modern curriculum covers historical events from c.1200 to the present. You will learn about important events, people, developments, and processes in this course. The AP World History: Modern exam will test your historical thinking skills as well as your comprehension of the “six themes" that run through the course themes. It is critical to gain a better understanding of these key concepts. The exam covers all the course material. You can use AP World History practice tests to help you study for the end-of-course exam. Students who prepare for exams by practicing beforehand are more confident and prepared.
In this article, we will give you an overview of the AP World History units, topics, and concepts you need to know. This will help you prepare for the exam.
What Skills Will I Develop in AP World History: Modern?
When you take your AP World History exam, you will need to be able to analyze information, understand opinions, make arguments, and present your point of view in a clear and convincing way. If that scares you, don't worry — you will learn the following two skills in class.
Historical Thinking Skills
Throughout your AP World History course, you will acquire the following historical thinking skills:
Developments and Processes
To perform historical analysis and argumentation, students must know historical events, processes, people, and their actions. This skill gives students empirical knowledge that they can apply using more advanced skills.
Skills you will learn:
- Recognize a historical concept, development, or process.
- Describe a historical concept, development, or process.
Sourcing and Situations
Sources must be carefully evaluated to support, refute, or modify an argument to create a historical argument. Students can use these skills to analyze sources and develop historical arguments.
Skills you will learn:
- Determine a source's viewpoint, purpose, historical context, and/or audience.
- Explain a source's purpose, audience, and/or historical context.
- Explain how a source's point of view, purpose, historical context, or audience may limit its use(s).
Claims and Evidence in Sources:
Students will learn to analyze primary and secondary sources to support their claims. This analysis determines a source's argument and evidence.
Skills you will learn:
- Identify a claim or argument in a text or non-textual source.
- Identify the source's supporting evidence.
- Two sources' arguments, or main ideas, are compared.
- Explain how arguments are supported, modified, or refuted by evidence.
Contextualization
History is not static and it is incomprehensible without context. Historical context is important for comparison, causality, continuity, and change over time. This skill helps students analyze a historical context and enables them to develop thoughtful arguments.
Skills you will learn:
- Describe the historical context of a historic event or process.
- Explain how a historical development or process fits into a larger context.
Making Connections
Historical thinking involves analyzing patterns and making connections. This skill teaches you to find patterns between historical events and processes and explain historical connections.
Skills you will learn:
- Identify historical patterns and connections.
- Compare two historical events or processes.
Argumentation
Students should be able to evaluate a proposition or scenario and must know historical evidence. As in the long essay question, students can practice writing claims with evidence. Writing claims with documents will help students with document-based questions.
Skills you will learn:
- Make a historical argument.
- Evidence should be specific and relevant.
- Explain historical evidence using historical reasoning.
- Develop a complex argument using diverse and alternative evidence.
Reasoning Processes
History is based on reasoning processes. These reasoning processes define the cognitive abilities that students must use for historical thinking. It is important for students to align their line of reasoning with the question prompts. This improves their understanding of the events and helps them establish a claim using solid reasoning processes.
There are three reasoning processes in the AP World History: Modern course. They are:
- Comparison
- Causation
- Continuity and Change
AP World History - Six Themes
The APWH course consists of six overarching themes that help students make connections between concepts. These themes are designed to develop historical thinking and analyzing skills that are required to ace the APWH exam. The College Board® defines these six themes as follows:
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Theme 1: Humans and the Environment (ENV)
Human societies are shaped by the environment, and as populations grow and change, so do their environments. The first theme of Humans and the Environment focuses on the relationship between human societies and the environment.
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Theme 2: Cultural Developments and Interactions (CDI)
The evolution of ideas, beliefs, and religions reveals how groups in a society perceive themselves, and how the interactions between societies and their beliefs frequently have political, social, and cultural consequences. The second theme helps you understand how interactions among human societies shape cultural and political belief systems.
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Theme 3: Governance (GOV)
Multiple internal and external factors contribute to the formation, growth, and decline of states. Governments maintain order through a variety of administrative institutions, policies, and procedures. They also acquire, retain, and exercise power in a variety of ways and for various reasons. Under the theme of Governance, students will explore the factors that determine the formation of political structures and governments.
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Theme 4: Economic Systems (ECN)
As societies develop, they influence and are influenced by the production, exchange, and consumption of goods and services. The fourth theme explores economic systems and describes how human societies shaped these systems as they evolved.
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Theme 5: Social Interactions and Organization (SIO)
The fifth theme shows that political, economic, and cultural organizations are influenced by the process of forming groups in societies and the norms that govern the interactions between these groups and individuals.
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Theme 6: Technology and Innovation (TEC)
Human adaptation and innovation have increased efficiency, comfort, and security, and technological advancements have shaped human development and interactions. Theme 6 explores the concepts of intellectual innovation and helps students understand how scientific advancements have shaped our lifestyles.
These six themes spiral through the nine units of the AP World History course. Let us now explore these units in detail.
AP World History - Nine Units and Topics
The course is organized into units of study that represent a sequence of historical developments and processes that have influenced human evolution. Colleges and universities expect students to master these units for credit and/or placement.
Unit 1: The Global Tapestry
(c.1200 to 1450 | 8%–10% | class periods 10-13)
The sections in unit 1 are broken down by geography, so each section covers what happened politically in each region from c.1200–1450. You will also learn how tightly connected these regions are and how distinct empires and societies interact—an important aspect of unit 1 (and AP World History as a whole!). The most frequently applied historical skill in Unit 1 is comparison. You will research and compare a variety of empires and states using the SPICE (Social; Political; human-environmental Interactions; Cultural, Economic) framework.
The themes explored in this unit are
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
- Theme 4: Economic Systems (ECN)
- Theme 5: Social Interactions and Organization (SIO)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 1.1 | Developments in East Asia from c. 1200 to c. 1450 | Continuity and Change | 4A. Describe the historical context of a historical event or process |
| 1.2 | Developments in Dar al-Islam from c. 1200 to c. 1450 | Causation | 1A. Recognize a historical concept, development, or process |
| 1.3 | Developments in South and Southeast Asia from c. 1200 to c. 1450 | Comparison | 3A. Identify a claim or argument in a text or nontext source |
| 1.4 | State Building in the Americas | Continuity and Change | 3B. Identify the source’s supporting evidence |
| 1.5 | State Building in Africa | Continuity and Change | 1B. Describe a historical concept, development, or process |
| 1.6 | Developments in Europe from c. 1200 to c. 1450 | Causation | 1A. Recognize a historical concept, development, or process |
| 1.7 | Comparison in the Period from c. 1200 to c. 1450 | Comparison | 6A. Make a historical argument |
Unit 2: Networks of Exchange
(c.1200 to 1450 | 8%–10% | class periods 10-13)
This unit will teach you about how the economy has changed from c.1200 to 1450 and how global trade networks define the post-classical era which is from 600 CE to 1450 CE. Furthermore, during the classical and post-classical periods, trade networks made it easier for people to trade goods and ideas. Unit 2 covers important networks of economic exchange like the Silk Road, Indian Ocean trade routes, and Trans-Saharan trade routes, and their effects on culture, the environment, technology, and the global economy.
The themes explored in this unit are
- Theme 1: Humans and the Environment (ENV)
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
- Theme 4: Economic Systems (ECN)
- Theme 6: Technology and Innovation (TEC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 2.1 | The Silk Roads | Causation | 4A. Describe the historical context of a historical event or process |
| 2.2 | The Mongol Empire and the Making of the Modern World | Causation | 5A. Identify historical patterns and connections |
| 2.3 | Exchange in the Indian Ocean | Causation | 5A. Identify historical patterns and connections |
| 2.4 | Trans-Saharan Trade Routes | Causation | 1B. Describe a historical concept, development, or process |
| 2.5 | Cultural Consequences of Connectivity | Causation | 2A. Determine a source’s viewpoint, purpose, historical context, and/or audience |
| 2.6 | Environmental Consequences of Connectivity | Causation | 5A. Identify historical patterns and connections |
| 2.7 | Comparison of Economic Exchange | Comparison | 6B. Evidence should be specific and relevant |
UNIT 3: Land-Based Empires
(c.1450 to 1750 | 12%–15% | class periods 10-13)
This unit’s takeaway is that rulemaking is complicated. Large territory, diverse population, and external factors result in many ruling styles, strategies, and methodologies.
The themes explored in this unit are
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 3.1 | Empires Expand | Causation | 1B. Describe a historical concept, development, or process |
| 3.2 | Empires: Administration | Comparison | 4A. Describe the historical context of a historical event or process |
| 3.3 | Empires: Belief Systems | Continuity and Change | 2B. Explain a source’s purpose, audience, and/or historical context. |
| 3.4 | Comparison in Land-Based Empires | Comparison | 6B. Evidence should be specific and relevant |
UNIT 4: Transoceanic Interconnections
(c. 1450 to 1750 | 12%–15% | class periods 22–25)
As the title suggests, this unit looks into the connection between the Americas and Afro-Eurasia, and examines how this interaction translated into the colonization of the Americas. God, Gold, and Glory are the “three Gs” of colonial expansion. Europeans went on the road to spread Christianity, amass wealth, and gain personal glory. The purpose of this unit is to look at how these motivations led to global expansion and connections.
The themes explored in this unit are
- Theme 1: Humans and the Environment (ENV)
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
- Theme 4: Economic Systems (ECN)
- Theme 5: Social Interactions and Organization (SIO)
- Theme 6: Technology and Innovation (TEC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 4.1 | Technological Innovations from 1450 to 1750 | Causation | 4A. Describe the historical context of a historical event or process |
| 4.2 | Exploration: Causes and Events from 1450 to 1750 | Causation | 5B. Compare two historical events or processes |
| 4.3 | Columbian Exchange | Causation | 3B. Identify the source’s supporting evidence. |
| 4.4 | Maritime Empires Established | Continuity and Change | 2A. Determine a source’s viewpoint, purpose, historical context, and/or audience |
| 4.5 | Maritime Empires Maintained and Developed | Continuity and Change | 3A. Identify a claim or argument in a text or non text source |
| 4.6 | Internal and External Challenges to State Power from 1450 to 1750 | Causation | 4B. Explain how a historical development or process fits into a larger context. |
| 4.7 | Changing Social Hierarchies from 1450 to 1750 | Continuity and Change | 3D. Explain how arguments are supported, modified, or refuted by evidence. |
| 4.8 | Continuity and Change from 1450 to 1750 | Continuity and Change | 6C. Explain historical evidence using historical reasoning |
UNIT 5: Revolutions
(c.1750 to 1900 | 12%–15% | class periods 20–23)
This unit covers numerous revolutions and global movements that occurred during c.1750-1900 like the Atlantic Revolutions, the Enlightenment, and Industrialization. It examines these events, their origins, and their global impact.
The themes explored in this unit are
- Theme 1: Humans and the Environment (ENV)
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
- Theme 4: Economic Systems (ECN)
- Theme 5: Social Interactions and Organization (SIO)
- Theme 6: Technology and Innovation (TEC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 5.1 | The Enlightenment | Continuity and Change | 3A. Identify a claim or argument in a text or nontext source |
| 5.2 | Nationalism and Revolutions in the Period from 1750 to 1900 | Causation | 3C. Two sources’ arguments or main ideas are compared |
| 5.3 | Industrial Revolution Begins | Causation | 1B. Describe a historical concept, development, or process |
| 5.4 | Industrialization Spreads in the Period from 1750 to 1900 | Continuity and Change | 5A. Identify historical patterns and connections |
| 5.5 | Technology of the Industrial Age | Causation | 1B. Describe a historical concept, development, or process |
| 5.6 | Industrialization: Government’s Role from 1750 to 1900 | Causation | 5A. Identify historical patterns and connections |
| 5.7 | Economic Developments and Innovations in the Industrial Age | Continuity and Change | 5B. Compare two historical events or processes |
| 5.8 | Reactions to the Industrial Economy from 1750 to 1900 | Causation | 2B. Explain a source’s purpose, audience, and/or historical context. |
| 5.9 | Society and the Industrial Age | Continuity and Change | 4B. Explain how a historical development or process fits into a larger context. |
| 5.10 | Continuity and Change in the Industrial Age | Continuity and Change | 6C. Explain historical evidence using historical reasoning |
UNIT 6: Consequences of Industrialization
(c.1750 to 1900 | 12%–15% | class periods 12-15)
The unit talks about how the industrialized countries of Europe, along with the US and Japan, governed more land overseas than before. It also explores the impact of the imperialist economy and colonialism on early capitalists and colonies.
The themes explored in this unit are
- Theme 1: Humans and the Environment (ENV)
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
- Theme 4: Economic Systems (ECN)
- Theme 5: Social Interactions and Organization (SIO)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 6.1 | Rationales for Imperialism from 1750 to 1900 | Causation | 4B. Explain how a historical development or process fits into a larger context. |
| 6.2 | State Expansion from 1750 to 1900 | Comparison | 4B. Explain how a historical development or process fits into a larger context. |
| 6.3 | Indigenous Responses to State Expansion from 1750 to 1900 | Causation | 2C. Explain how a source’s point of view, purpose, historical context, or audience may limit its use(s) |
| 6.4 | Global Economic Development from 1750 to 1900 | Continuity and Change | 2B. Explain a source’s purpose, audience, and/or historical context. |
| 6.5 | Economic Imperialism from 1750 to 1900 | Causation | 4B. Explain how a historical development or process fits into a larger context. |
| 6.6 | Causes of Migration in an Interconnected World | Causation | 5B. Compare two historical events or processes |
| 6.7 | Effects of Migration | Causation | 5B. Compare two historical events or processes |
| 6.8 | Causation in the Imperial Age | Causation | 6D. Develop an argument using diverse and alternative evidence |
UNIT 7: Global Conflict
(c.1900 to the present | 8%–10% | class periods 9–12)
The unit talks about how the industrialized countries of Europe, along with the US and Japan, governed more land overseas than before. It also explores the impact of the imperialist economy and colonialism on early capitalists and colonies.
The themes explored in this unit are
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
- Theme 4: Economic Systems (ECN)
- Theme 5: Social Interactions and Organization (SIO)
- Theme 6: Technology and Innovation (TEC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 7.1 | Shifting Power After 1900 | Continuity and Change | 4B. Explain how a historical development or process fits into a larger context. |
| 7.2 | Causes of World War I | Causation | 1B. Describe a historical concept, development, or process |
| 7.3 | Conducting World War I | Continuity and Change | 3B. Identify the source’s supporting evidence. |
| 7.4 | Economy in the Interwar Period | Comparison | 2C. Explain how a source’s point of view, purpose, historical context, or audience may limit its use(s) |
| 7.5 | Unresolved Tensions After World War I | Continuity and Change | 2C. Explain how a source’s point of view, purpose, historical context, or audience may limit its use(s) |
| 7.6 | Causes of World War II | Causation | 2C. Explain how a source’s point of view, purpose, historical context, or audience may limit its use(s) |
| 7.7 | Conducting World War II | Comparison | 3D. Explain how arguments are supported, modified, or refuted by evidence |
| 7.8 | Mass Atrocities After 1900 | Causation | 5B. Compare two historical events or processes |
| 7.9 | Causation in Global Conflict | Causation | 6D. Develop a skills argument using diverse and alternative evidence |
UNIT 8: Cold War and Decolonization
(c.1900 to the present | 8%–10% | class periods 14–17)
Unit 8 covers the large-scale effects of World War II on the balance of global politics and the global stage. It also explores how World War II ushered in new powers and trends that eventually gave rise to the modern world. The post-war independence movements in Africa and Asia served as the impetus for the decolonization trend, which later gave rise to the Cold War.
The themes explored in this unit are
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
- Theme 4: Economic Systems (ECN)
- Theme 5: Social Interactions and Organization (SIO)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 8.1 | Setting the Stage for the Cold War and Decolonization | Continuity and Change | 4B. Explain how a historical development or process fits into a larger context. |
| 8.2 | The Cold War | Causation | 2B. Explain a source’s purpose, audience, and/or historical context. |
| 8.3 | Effects of the Cold War | Comparison | 5B. Compare two historical events or processes |
| 8.4 | Spread of Communism After 1900 | Causation | 2C. Explain how a source’s point of view, purpose, historical context, or audience may limit its use(s) |
| 8.5 | Decolonization After 1900 | Comparison | 5B. Compare two historical events or processes |
| 8.6 | Newly Independent States | Continuity and Change | 3D. Explain how arguments are supported, modified, or refuted by evidence |
| 8.7 | Global Resistance to Established Power Structures After 1900 | Causation | 2B. Explain a source’s purpose, audience, and/or historical context. |
| 8.8 | End of the Cold War | Causation | 3D. Explain how arguments are supported, modified, or refuted by evidence |
| 8.9 | Causation in the Age of the Cold War and Decolonization | Causation | 2B. Explain a source’s purpose, audience, and/or historical context. |
UNIT 9: Globalization
(c.1900 to the present | 8%–10% | class periods 8–11)
This unit, like the previous two, covers the years 1900 to the present. While units 7 and 8 focused on wars, and decolonization, Unit 9. looks at globalization and the way it has transformed political and economic institutions across the world.
The themes explored in this unit are
- Theme 1: Humans and the Environment (ENV)
- Theme 2: Cultural Developments and Interactions (CDI)
- Theme 3: Governance (GOV)
- Theme 4: Economic Systems (ECN)
- Theme 5: Social Interactions and Organization (SIO)
- Theme 6: Technology and Innovation (TEC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 9.1 | Advances in Technology and Exchange After 1900 | Continuity and Change | 5A. Identify historical patterns and connections |
| 9.2 | Technological Advances and Limitations After 1900: Disease | Continuity and Change | 5B. Compare two historical events or processes |
| 9.3 | Technological Advances: Debates About the Environment After 1900 | Causation | 4B. Explain how a historical development or process fits into a larger context. |
| 9.4 | Economics in the Global Age | Continuity and Change | 2C. Explain how a source’s point of view, purpose, historical context, or audience may limit its use(s) |
| 9.5 | Calls for Reform and Responses After 1900 | Continuity and Change | 4B. Explain how a historical development or process fits into a larger context. |
| 9.6 | Globalized Culture After 1900 | Continuity and Change | 4B. Explain how a historical development or process fits into a larger context. |
| 9.7 | Resistance to Globalization After 1900 | Causation | 2C. Explain how a source’s point of view, purpose, historical context, or audience may limit its use(s) |
| 9.8 | Institutions Developing in a Globalized World | Causation | 3C. Two sources’ arguments or main ideas are compared |
| 9.9 | Continuity and Change in a Globalized World | Continuity and Change | 6D. Develop a skills argument using diverse and alternative evidence |
Frequently Asked Questions
What college course is equivalent to AP World History?
The AP World History course is equivalent to an introductory world history course in college.
Is there any prerequisite course I must take before taking AP World History?
No, there are no prerequisites for AP World History.
Have there been any changes to the AP World History course in recent years?
In the 2019–2020 school year, the AP World History: Modern course introduced historical events from 1200 CE to the present as an addition to the previous course content that covered historical events from 1450 CE.
How hard is the AP World History exam?
Because of the amount of content covered throughout the course, the AP World History exam is challenging. In 2022, only 12.9% of the test takers scored a 5, and 61.8% scored a 3 or above.
How do I begin preparing for the AP World History exam?
Follow these five steps to build confidence, increase knowledge, and prepare for the AP World History exam.
- Take an AP World History practice test to determine your level of knowledge.
- Build a study plan (and stick to it) in advance of your exam date.
- Use an online learning tool with exam-like practice questions and detailed explanations.
- Track your progress to see where you are doing well and where you can improve.
- Practice is key. Taking multiple practice tests allows you to compare your answers to previously scored ones, allowing you to track your progress.
Read more about the AP World History Exam
A comprehensive study guide with tips and advice on how to study for and ace the AP World History exam using the appropriate course materials and schedules.
This article clearly explains how the AP World History: Modern exam is scored, the score distribution, and the minimum score required to earn college credit.
Considering APWH? Learn from our AP World History Exam guide the prerequisites, difficulty levels, and reasons why taking the exam may be advantageous.
You will have a leg up on the competition if you are familiar with the test format. We’ve created a guide that explains the format, question types, etc.