Religious Continuity in Dar al-Islam: Which explanation best describes how Islam, Judaism, and Christianity continued to shape law, community life, and social institutions from c. 1200 to c. 1450? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO D - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO D; KC-3.1.III.D.iii; Theme CDI; Primary HTS 1.B; Topic-Suggested HTS 1.A.

Belief and Practice in Islamic Societies: Which statement best connects religious practices, scholarly traditions, and communal institutions to the organization of societies in Africa and Asia?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO D - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO D; KC-3.1.III.D.iii; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 1.A..

Comparing Social Effects of Monotheistic Traditions: Which comparison best identifies a meaningful similarity or difference in how Islamic, Jewish, and Christian beliefs affected society? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO D - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO D; KC-3.1.III.D.iii; Theme CDI; Primary HTS 5.A; Topic-Suggested HTS 1.A; Reasoning Process: Comparison.

Stimulus Analysis: Religion and Society in Dar al-Islam: Given a legal text, travel account, religious building, or scholarly passage, which inference about belief and social organization is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO D - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO D; KC-3.1.III.D.iii; Theme CDI; Primary HTS 2.A; Topic-Suggested HTS 1.A.

Fragmentation of the Abbasid Caliphate: Which explanation best connects Abbasid political fragmentation to the rise of new Islamic states led by Turkic and other regional elites? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO E - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO E; KC-3.2.I, KC-3.1.III.A; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.A.

Seljuk, Mamluk, and Delhi Sultanate State Formation: Which comparison best distinguishes the political foundations and regional settings of the Seljuk Empire, Mamluk sultanate, and Delhi sultanates? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO E - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO E; KC-3.2.I, KC-3.1.III.A; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 1.A; Reasoning Process: Comparison.

Expansion of Islam Beyond Conquest: Which causal explanation best connects merchants, missionaries, and Sufis to the spread of Islam beyond areas gained through military expansion?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO E - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO E; KC-3.2.I, KC-3.1.III.A; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.A; Reasoning Process: Causation.

Stimulus Analysis: Islamic State Expansion: Given a political map, dynastic chronicle, merchant account, or Sufi text, students select the conclusion about the rise and spread of Islamic states best supported by the stimulus. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO E - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: KC-3.2.I and KC-3.1.III.A; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 1.A.

Scientific and Mathematical Innovation in Dar al-Islam: Which statement best explains how advances in mathematics, astronomy, and medicine reflected intellectual vitality in Muslim states?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO F - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO F; KC-3.2.II.A.i; Theme TEC; Primary HTS 1.B; Topic-Suggested HTS 1.A..

Preservation and Transfer of Knowledge: Which explanation best connects translation, commentary, the House of Wisdom, and scholarship in Muslim-Christian Spain to the transmission of knowledge? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO F - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO F; KC-3.2.II.A.i; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 1.A.

Literature and Scholarship in the Islamic World: Which conclusion best explains the significance of literary and scholarly contributions by figures such as Nasir al-Din al-Tusi and Aishah al-Bauniyyah?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO F - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO F; KC-3.2.II.A.i; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 1.A.

Stimulus Analysis: Intellectual Life in Dar al-Islam: Given a manuscript, medical diagram, mathematical text, or account of a learning center, students choose the interpretation of intellectual innovation best supported by the stimulus. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.2; LO F - Topic 1.2 - Developments in Dar al-Islam from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.2; Unit 1 LO F; KC-3.2.II.A.i; Theme TEC; Primary HTS 3.A; Topic-Suggested HTS 1.A.

Hindu, Buddhist, and Islamic Traditions in South Asia: Which explanation best describes how Hinduism, Buddhism, and Islam continued to shape social and cultural life in South Asia? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.3; LO G - Topic 1.3 - Developments in South and Southeast Asia from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.3; Unit 1 LO G; KC-3.1.III.D.iv; Theme CDI; Primary HTS 1.B; Topic-Suggested HTS 3.A.

Bhakti, Sufism, and Popular Religious Practice: Which comparison best explains how Bhakti and Sufi movements encouraged devotional practice and crossed some established social boundaries?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.3; LO G - Topic 1.3 - Developments in South and Southeast Asia from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.3; Unit 1 LO G; KC-3.1.III.D.iv; Theme CDI; Primary HTS 5.A; Topic-Suggested HTS 3.A; Reasoning Process: Comparison.

Religion in Southeast Asian Societies: Which statement best explains how Buddhist monasticism and Hindu-Buddhist traditions influenced social organization and political culture in Southeast Asia?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.3; LO G - Topic 1.3 - Developments in South and Southeast Asia from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.3; Unit 1 LO G; KC-3.1.III.D.iv; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 3.A..

Stimulus Analysis: South and Southeast Asian Beliefs: Given a devotional poem, temple relief, monastic record, or travel account, which conclusion about belief systems and society is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.3; LO G - Topic 1.3 - Developments in South and Southeast Asia from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.3; Unit 1 LO G; KC-3.1.III.D.iv; Theme CDI; Primary HTS 2.B; Topic-Suggested HTS 3.A..

State Building in South Asia: Which explanation best connects military power, religious legitimacy, and regional political traditions to states such as Vijayanagara and the Rajput kingdoms? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.3; LO H - Topic 1.3 - Developments in South and Southeast Asia from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.3; Unit 1 LO H; KC-3.2.I.B.i; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 3.A.

Maritime and Mainland States in Southeast Asia: Which comparison best distinguishes trade-oriented maritime states such as Srivijaya and Majapahit from mainland states such as Khmer and Sukhothai? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.3; LO H - Topic 1.3 - Developments in South and Southeast Asia from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.3; Unit 1 LO H; KC-3.2.I.B.i; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 3.A; Reasoning Process: Comparison.

Geography, Trade, and Political Power: Which causal explanation best connects river valleys, sea lanes, commercial wealth, and religious patronage to state development in South and Southeast Asia? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.3; LO H - Topic 1.3 - Developments in South and Southeast Asia from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.3; Unit 1 LO H; KC-3.2.I.B.i; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 3.A; Reasoning Process: Causation.

Stimulus Analysis: South and Southeast Asian States: Given a regional map, temple complex, inscription, or trade record, which inference about state formation and maintenance is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.3; LO H - Topic 1.3 - Developments in South and Southeast Asia from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.3; Unit 1 LO H; KC-3.2.I.B.i; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 3.A..

Mexica Tribute and Imperial Power: Which explanation best connects military conquest, tribute collection, and the urban center of Tenochtitlan to Mexica state power?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.4; LO I - Topic 1.4 - State Building in the Americas: College Board APWHM CED, Fall 2026: Topic 1.4; Unit 1 LO I; KC-3.2.I.D.i; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 3.B..

Inca Administration and the Mit’a System: Which statement best explains how roads, labor obligations, record keeping, and provincial administration supported the Inca Empire? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.4; LO I - Topic 1.4 - State Building in the Americas: College Board APWHM CED, Fall 2026: Topic 1.4; Unit 1 LO I; KC-3.2.I.D.i; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 3.B.

Diverse American State Systems: Which comparison best distinguishes centralized empires from Maya city-states and North American centers such as Cahokia, Chaco, and Mesa Verde? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.4; LO I - Topic 1.4 - State Building in the Americas: College Board APWHM CED, Fall 2026: Topic 1.4; Unit 1 LO I; KC-3.2.I.D.i; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 3.B; Reasoning Process: Comparison.

Stimulus Analysis: State Building in the Americas: Given a tribute list, road map, archaeological plan, or monumental image, which conclusion about American state development is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.4; LO I - Topic 1.4 - State Building in the Americas: College Board APWHM CED, Fall 2026: Topic 1.4; Unit 1 LO I; KC-3.2.I.D.i; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 3.B..

Great Zimbabwe and Indian Ocean Commerce: Which explanation best connects cattle wealth, gold trade, stone architecture, and Indian Ocean exchange to the growth of Great Zimbabwe?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.5; LO J - Topic 1.5 - State Building in Africa: College Board APWHM CED, Fall 2026: Topic 1.5; Unit 1 LO J; KC-3.2.I.D.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B..

Ethiopian State and Christian Tradition: Which statement best explains how Christianity, highland geography, and Red Sea connections contributed to Ethiopian state continuity? Aligned to College Board AP World History: Modern CED, Effective Fall 2026, Unit 1 Topic 1.5; LO J - Topic 1.5 - State Building in Africa; KC-3.2.I.D.ii; Theme GOV; Suggested Skill 1.B.

Hausa Kingdoms and Regional Trade: Which comparison best explains how Hausa city-states used commerce, crafts, and political organization within West African trade networks?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.5; LO J - Topic 1.5 - State Building in Africa: College Board APWHM CED, Fall 2026: Topic 1.5; Unit 1 LO J; KC-3.2.I.D.ii; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 1.B; Reasoning Process: Comparison.

Stimulus Analysis: African State Building: Given an African trade map, traveler description, architectural image, or religious artifact, which conclusion about state development is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.5; LO J - Topic 1.5 - State Building in Africa: College Board APWHM CED, Fall 2026: Topic 1.5; Unit 1 LO J; KC-3.2.I.D.ii; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 1.B..

Christian Institutions and European Society: Which explanation best connects the Roman Catholic Church, monasteries, clergy, and religious authority to European social and political life?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO K - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO K; KC-3.1.III.D.v; Theme CDI; Primary HTS 1.B; Topic-Suggested HTS 1.A..

Religion, Education, and Cultural Life in Europe: Which statement best explains how Christian institutions shaped education, scholarship, art, and moral expectations in medieval Europe?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO K - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: KC-3.1.III.D.v; Thematic Focus CDI; Suggested Skill Developments and Processes 1.A; Christianity, Judaism, Islam, and the core beliefs and practices of these religions continued to shape societies in Europe.

Religious Communities and Social Boundaries: Which comparison best identifies how Christian, Jewish, and Muslim communities interacted within or near medieval European societies? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO K - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO K; KC-3.1.III.D.v; Theme CDI; Primary HTS 5.A; Topic-Suggested HTS 1.A; Reasoning Process: Comparison.

Stimulus Analysis: Religion in Medieval Europe: Given a church document, illuminated manuscript, religious building, or legal restriction, which inference about religion and European society is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO K - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO K; KC-3.1.III.D.v; Theme CDI; Primary HTS 2.B; Topic-Suggested HTS 1.A..

Feudal Relationships and Local Authority: Which explanation best connects vassalage, landed elites, military obligations, and weak central authority to European political decentralization?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO L - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO L; KC-3.2.I.B.ii; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 1.A..

Manorialism and Decentralized Governance: Which statement best explains how manorial estates combined economic production with local political and judicial authority? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO L - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO L; KC-3.2.I.B.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.A.

Causes and Consequences of European Fragmentation: Which causal explanation best links invasions, local defense needs, noble power, and emerging monarchies to decentralization and later consolidation? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO L - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: Learning Objective L addresses the causes and consequences of political decentralization in Europe from c. 1200 to c. 1450; KC-3.2.I.B.ii identifies decentralized monarchies, feudalism, and the manorial system.

Stimulus Analysis: Medieval Political Decentralization: Given a feudal oath, land-grant charter, political map, or castle image, which conclusion about decentralized power is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO L - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO L; KC-3.2.I.B.ii; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 1.A..

Serfdom and the Manorial Social Order: Which explanation best connects agricultural labor, serf obligations, and landed estates to European social hierarchy? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO M - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO M; KC-3.3.III.C; Theme SIO; Primary HTS 1.B; Topic-Suggested HTS 1.A; Unit 1 Learning Objective M explains the effects of agriculture on social organization in Europe from c. 1200 to c. 1450, and KC-3.3.III.C identifies Europe as largely agricultural and dependent on free and coerced labor, including serfdom.

Agricultural Change and Population Growth: Which causal explanation best connects improved agricultural practices and expanded cultivation to demographic and social change in Europe? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO M - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Effective Fall 2026: Topic 1.6; Unit 1 Learning Objective M: Explain the effects of agriculture on social organization in Europe from c. 1200 to c. 1450; KC-3.3.III.C: Europe was largely an agricultural society dependent on free and coerced labor, including serfdom; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 1.A; Reasoning Process: Causation.

Rural Continuity and Urban Growth: Which statement best explains how a predominantly agrarian order persisted even as towns, commerce, and specialized labor expanded? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO M - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO M; KC-3.3.III.C; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 1.A.

Stimulus Analysis: Agriculture and European Society: Given a manor diagram, harvest record, labor obligation, or population table, which conclusion about agriculture and social organization is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.6; LO M - Topic 1.6 - Developments in Europe from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.6; Unit 1 LO M; KC-3.3.III.C; Theme SIO; Primary HTS 3.B; Topic-Suggested HTS 1.A..

Comparing State Formation Across Regions: Which thesis best compares state formation in East Asia, Dar al-Islam, South and Southeast Asia, the Americas, Africa, and Europe?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.7; LO N - Topic 1.7 - Comparison in the Period from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.7; Unit 1 LO N; KC-3.2, KC-3.2.I, KC-3.2.I.A, KC-3.2.I.B.i, KC-3.2.I.D.i, KC-3.2.I.D.ii; Theme Integrated; Primary HTS 6.A; Topic-Suggested HTS 6.A; Reasoning Process: Comparison..

Methods of Political Legitimation: Which comparison best evaluates the use of religion, bureaucracy, tribute, monumental building, and military power to legitimize states from c. 1200 to c. 1450?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.7; LO N - Topic 1.7 - Comparison in the Period from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.7; Unit 1 LO N; KC-3.2, KC-3.2.I, KC-3.2.I.A, KC-3.2.I.B.i, KC-3.2.I.D.i, KC-3.2.I.D.ii; Theme Integrated; Primary HTS 5.A; Topic-Suggested HTS 6.A; Reasoning Process: Comparison.

Relative Importance of Geography and Exchange: Which claim best evaluates the relative importance of geography and commercial networks in shaping state formation during this period? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.7; LO N - Topic 1.7 - Comparison in the Period from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.7; Unit 1 LO N; KC-3.2, KC-3.2.I, KC-3.2.I.A, KC-3.2.I.B.i, KC-3.2.I.D.i, KC-3.2.I.D.ii; Theme Integrated; Primary HTS 6.C; Topic-Suggested HTS 6.A.

Stimulus Set: Unit 1 Comparative Argument: Given paired maps, images, or excerpts from two regions, which historically defensible claim and evidence set best supports a comparison of state formation?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 1 Topic 1.7; LO N - Topic 1.7 - Comparison in the Period from c. 1200 to c. 1450: College Board APWHM CED, Fall 2026: Topic 1.7; Unit 1 LO N; KC-3.2, KC-3.2.I, KC-3.2.I.A, KC-3.2.I.B.i, KC-3.2.I.D.i, KC-3.2.I.D.ii; Theme Integrated; Primary HTS 6.B; Topic-Suggested HTS 6.A; Reasoning Process: Comparison.

Demand and Expansion on the Silk Roads: Which explanation best connects rising demand for luxury goods, expanding empires, and increased production to the growth of Silk Roads trade after 1200?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.1; LO A - Topic 2.1 - The Silk Roads: College Board APWHM CED, Fall 2026: Topic 2.1; Unit 2 LO A; KC-3.1.I.A.i, KC-3.1.I.C.i, KC-3.3.I.B; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 4.A.

Commercial Innovations on the Silk Roads: Which statement best explains how caravanserai, bills of exchange, banking houses, paper money, and credit reduced the risks and costs of long-distance trade? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.1; LO A - Topic 2.1 - The Silk Roads: College Board APWHM CED, Fall 2026: Topic 2.1; Unit 2 LO A; KC-3.1.I.A.i, KC-3.1.I.C.i, KC-3.3.I.B; Theme ECN; Primary HTS 1.B; Topic-Suggested HTS 4.A.

Trading Cities and Regional Specialization: Which causal explanation best connects cities such as Kashgar and Samarkand to the exchange of goods, ideas, and services across Eurasia? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.1; LO A - Topic 2.1 - The Silk Roads: Unit 2 LO A explains the causes and effects of growth of networks of exchange after 1200, including improved commercial practices, trading cities, caravanserai, credit, money economies, and demand for luxury goods in Afro-Eurasia.

Stimulus Analysis: Silk Roads Growth: Given a route map, merchant contract, coin or paper-money image, or caravan account, select the conclusion about Silk Roads growth best supported by the stimulus. Aligned to College Board AP World History: Modern Course and Exam Description, Effective Fall 2026 Unit 2 Topic 2.1; LO A - Topic 2.1 - The Silk Roads: Unit 2 Learning Objective A asks students to explain the causes and effects of growth of networks of exchange after 1200; Topic 2.1 emphasizes ECN, causation, Suggested Skill 4.A, and historical developments KC-3.1.I.A.i, KC-3.1.I.C.i, and KC-3.3.I.B.

Mongol Conquest and Eurasian State Building: Which explanation best connects Mongol military organization, mobility, and leadership to rapid imperial expansion across Eurasia?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO B - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO B; KC-3.2.I.B.iii; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 5.A..

Governing a Diverse Mongol Empire: Which statement best explains how Mongol rulers adapted local administrative practices, tolerated multiple religions, and used tribute to govern conquered peoples? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO B - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO B; KC-3.2.I.B.iii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 5.A.

Fragmentation and Decline of Mongol Rule: Which causal explanation best connects succession disputes, regional khanates, disease, and local resistance to the decline of unified Mongol power?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO B - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO B; KC-3.2.I.B.iii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 5.A; Reasoning Process: Causation..

Stimulus Analysis: Mongol State Formation: Given a conquest map, imperial decree, military description, or tribute record, which inference about Mongol state building and decline is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO B - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO B; KC-3.2.I.B.iii; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 5.A.

Pax Mongolica and Interregional Trade: Which explanation best connects Mongol political control, protection of routes, and relay stations to expanded trade and communication across Eurasia? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO C - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO C; KC-3.1.I.E.i; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.A.

Merchants, Diplomats, and Travelers Under Mongol Rule: Which statement best explains why merchants, envoys, missionaries, and travelers moved more extensively across Mongol-controlled territories?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO C - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO C; KC-3.1.I.E.i; Theme ECN; Primary HTS 1.B; Topic-Suggested HTS 5.A..

Empire and the Movement of Technology: Which causal explanation best links Mongol expansion to the transfer of scientific, military, navigational, and administrative knowledge between regions?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO C - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO C; KC-3.1.I.E.i; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.A; Reasoning Process: Causation.

Stimulus Analysis: Mongol Connectivity: Given a relay-route map, traveler narrative, trade record, or diplomatic letter, which conclusion about Mongol influence on communication is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO C - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO C; KC-3.1.I.E.i; Theme ECN; Primary HTS 3.B; Topic-Suggested HTS 5.A.

Mongol Destruction and Integration: Which interpretation best explains how Mongol conquests produced both severe local destruction and greater Eurasian integration? Aligned to College Board AP World History: Modern Course and Exam Description, Effective Fall 2026 Unit 2 Topic 2.2; LO D - Topic 2.2 - The Mongol Empire and the Making of the Modern World: Unit 2 Learning Objective D asks students to explain the significance of the Mongol Empire in larger patterns of continuity and change; KC-3.2.II.A.ii identifies interregional contacts and conflicts, including the Mongols, as encouraging significant technological and cultural transfers; Theme CDI; Suggested Skill Making Connections 5.A.

Knowledge Transfers in the Mongol Era: Which statement best explains the broader significance of transfers such as Greco-Islamic medicine, numbering systems, and the Uyghur script?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO D - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO D; KC-3.2.II.A.ii; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 5.A..

Mongols in Patterns of Continuity and Change: Which claim best evaluates whether Mongol rule represented greater continuity or change in Eurasian political and economic systems?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO D - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO D; KC-3.2.II.A.ii; Theme CDI; Primary HTS 6.C; Topic-Suggested HTS 5.A; Reasoning Process: Continuity and Change..

Stimulus Set: Evaluating Mongol Significance: Given paired accounts from a conquered population and a long-distance traveler, which conclusion best reconciles contrasting views of Mongol rule?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.2; LO D - Topic 2.2 - The Mongol Empire and the Making of the Modern World: College Board APWHM CED, Fall 2026: Topic 2.2; Unit 2 LO D; KC-3.2.II.A.ii; Theme CDI; Primary HTS 3.C; Topic-Suggested HTS 5.A.

Monsoon Knowledge and Indian Ocean Trade: Which explanation best connects knowledge of monsoon wind patterns to the timing, direction, and growth of Indian Ocean voyages?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO E - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO E; KC-3.1.I.A.ii, KC-3.1.I.C.ii, KC-3.1.I.A.iii; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.A..

Maritime Technologies and Commercial Expansion: Which statement best explains how lateen sails, dhows, junks, compasses, and improved navigational knowledge expanded Indian Ocean trade?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO E - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO E; KC-3.1.I.A.ii, KC-3.1.I.C.ii, KC-3.1.I.A.iii; Theme ECN; Primary HTS 1.B; Topic-Suggested HTS 5.A.

Port Cities and Demand in the Indian Ocean Basin: Which causal explanation best connects commercial demand and port cities such as those on the Swahili Coast, in Gujarat, and at Malacca to network growth? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO E - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO E; KC-3.1.I.A.ii, KC-3.1.I.C.ii, KC-3.1.I.A.iii; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.A; Reasoning Process: Causation.

Stimulus Analysis: Causes of Indian Ocean Exchange: Given a monsoon chart, ship diagram, port-city map, or merchant account, which conclusion about the causes of network expansion is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO E - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO E; KC-3.1.I.A.ii, KC-3.1.I.C.ii, KC-3.1.I.A.iii; Theme ECN; Primary HTS 3.B; Topic-Suggested HTS 5.A; Reasoning Process: Causation.

Diasporic Merchant Communities: Which explanation best describes how Arab, Persian, Chinese, Malay, and other merchant communities created durable cultural and commercial connections around the Indian Ocean? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO F - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO F; KC-3.1.III.B, KC-3.2.II.A.iii; Theme CDI; Primary HTS 1.B; Topic-Suggested HTS 5.A.

Religious and Cultural Diffusion by Sea: Which statement best connects Indian Ocean trade to the spread of Islam, language, architecture, and blended cultural practices? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO F - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO F; KC-3.1.III.B, KC-3.2.II.A.iii; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 5.A.

Urban and Political Effects of Maritime Commerce: Which causal explanation best connects commercial wealth to the growth of port cities, merchant elites, and trade-oriented states? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO F - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO F; KC-3.1.III.B, KC-3.2.II.A.iii; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 5.A; Reasoning Process: Causation.

Stimulus Analysis: Effects of Indian Ocean Trade: Given a traveler account, mosque or temple image, ceramic find, or port record, which inference about cultural and economic exchange is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO F - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO F; KC-3.1.III.B, KC-3.2.II.A.iii; Theme CDI; Primary HTS 3.B; Topic-Suggested HTS 5.A.

Environmental Foundations of Maritime Exchange: Which explanation best connects seasonal winds, ocean currents, and coastal geography to the structure of Indian Ocean trade?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO G - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO G; KC-3.1.II.A.i; Theme ENV; Primary HTS 1.B; Topic-Suggested HTS 5.A..

Chokepoints and Strategic Port Locations: Which statement best explains why straits, sheltered harbors, and coastal entrepots became important centers of commerce and political power? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO G - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO G; KC-3.1.II.A.i; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 5.A.

Environment and the Rhythm of Trade: Which causal explanation best shows how seasonal sailing schedules encouraged merchants to reside temporarily in foreign ports and form diasporic communities? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO G - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO G; KC-3.1.II.A.i; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 5.A; Reasoning Process: Causation.

Stimulus Analysis: Indian Ocean Environmental Patterns: Given a wind map, current diagram, voyage calendar, or coastal topographic map, which conclusion about environmental influence is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.3; LO G - Topic 2.3 - Exchange in the Indian Ocean: College Board APWHM CED, Fall 2026: Topic 2.3; Unit 2 LO G; KC-3.1.II.A.i; Theme ENV; Primary HTS 3.B; Topic-Suggested HTS 5.A..

Camel Technology and Saharan Crossing: Which explanation best connects camel saddles, caravan organization, and desert expertise to the expansion of trans-Saharan trade?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.4; LO H - Topic 2.4 - Trans-Saharan Trade Routes: College Board APWHM CED, Fall 2026: Topic 2.4; Unit 2 LO H; KC-3.1.II.A.ii, KC-3.1.I.A.iv; Theme TEC; Primary HTS 1.B; Topic-Suggested HTS 1.B..

Gold, Salt, and Regional Demand: Which statement best explains how complementary demand for gold, salt, and other goods encouraged exchange between West Africa and North Africa?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.4; LO H - Topic 2.4 - Trans-Saharan Trade Routes: College Board APWHM CED, Fall 2026: Topic 2.4; Unit 2 LO H; KC-3.1.II.A.ii, KC-3.1.I.A.iv; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 1.B.

Commercial and Cultural Effects of Trans-Saharan Trade: Which causal explanation best links expanding trade to urban growth, Islamic influence, and greater political wealth in the western Sudan? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.4; LO H - Topic 2.4 - Trans-Saharan Trade Routes: College Board APWHM CED, Fall 2026: Topic 2.4; Unit 2 LO H; KC-3.1.II.A.ii, KC-3.1.I.A.iv; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation.

Stimulus Analysis: Trans-Saharan Exchange: Given a caravan image, trade-route map, commodity account, or desert travel narrative, which conclusion about the growth and effects of trade is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.4; LO H - Topic 2.4 - Trans-Saharan Trade Routes: College Board APWHM CED, Fall 2026: Topic 2.4; Unit 2 LO H; KC-3.1.II.A.ii, KC-3.1.I.A.iv; Theme TEC; Primary HTS 3.B; Topic-Suggested HTS 1.B.

Mali and the Protection of Trade: Which explanation best connects imperial control, taxation, and route security to the expansion of commerce under Mali? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.4; LO I - Topic 2.4 - Trans-Saharan Trade Routes: College Board APWHM CED, Fall 2026: Topic 2.4; Unit 2 LO I; KC-3.1.I.E.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B.

Mansa Musa and Afro-Eurasian Connections: Which statement best explains how Mansa Musa's pilgrimage reflected and strengthened Mali's political, commercial, and religious connections? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.4; LO I - Topic 2.4 - Trans-Saharan Trade Routes: College Board APWHM CED, Fall 2026: Topic 2.4; Unit 2 LO I; KC-3.1.I.E.ii; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 1.B.

Empire, Cities, and Communication: Which causal explanation best connects state expansion to the growth of centers such as Timbuktu and Gao and to wider networks of scholarship and exchange?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.4; LO I - Topic 2.4 - Trans-Saharan Trade Routes: College Board APWHM CED, Fall 2026: Topic 2.4; Unit 2 LO I; KC-3.1.I.E.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation..

Stimulus Analysis: West African Empire and Trade: Given a map of Mali, an account of Mansa Musa, a tax record, or an urban manuscript, which conclusion about empire and exchange is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.4; LO I - Topic 2.4 - Trans-Saharan Trade Routes: College Board APWHM CED, Fall 2026: Topic 2.4; Unit 2 LO I; KC-3.1.I.E.ii; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 1.B.

Religious Diffusion Across Afro-Eurasia: Which comparison best explains how Buddhism, Hinduism, and Islam spread through overlapping trade networks while adapting to local societies? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.5; LO J - Topic 2.5 - Cultural Consequences of Connectivity: College Board APWHM CED, Fall 2026: Topic 2.5; Unit 2 LO J; KC-3.1.III.D, KC-3.3.II, KC-3.1.III.C; Theme CDI; Primary HTS 5.A; Topic-Suggested HTS 2.A; Reasoning Process: Comparison.

Diffusion of Gunpowder, Paper, and Knowledge: Which statement best explains how interregional exchange moved technologies and intellectual practices from their places of origin to new regions? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.5; LO J - Topic 2.5 - Cultural Consequences of Connectivity: College Board APWHM CED, Fall 2026: Topic 2.5; Unit 2 LO J; KC-3.1.III.D, KC-3.3.II, KC-3.1.III.C; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 2.A.

Travelers as Agents and Observers of Connectivity: Which comparison best evaluates the perspectives and historical value of travelers such as Ibn Battuta, Marco Polo, and Margery Kempe? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.5; LO J - Topic 2.5 - Cultural Consequences of Connectivity: College Board APWHM CED, Fall 2026: Topic 2.5; Unit 2 LO J; KC-3.1.III.D, KC-3.3.II, KC-3.1.III.C; Theme CDI; Primary HTS 2.C; Topic-Suggested HTS 2.A; Reasoning Process: Comparison.

Stimulus Set: Cultural Consequences of Connectivity: Given two travel accounts, religious artifacts, or technology-transfer diagrams, which conclusion about cultural diffusion is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.5; LO J - Topic 2.5 - Cultural Consequences of Connectivity: College Board APWHM CED, Fall 2026: Topic 2.5; Unit 2 LO J; KC-3.1.III.D, KC-3.3.II, KC-3.1.III.C; Theme CDI; Primary HTS 3.C; Topic-Suggested HTS 2.A; Reasoning Process: Causation..

Crop Diffusion and Environmental Change: Which explanation best connects the spread of bananas, new rice varieties, and citrus to changes in agriculture, settlement, and population?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.6; LO K - Topic 2.6 - Environmental Consequences of Connectivity: College Board APWHM CED, Fall 2026: Topic 2.6; Unit 2 LO K; KC-3.1.IV; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 5.A..

The Black Death and Interregional Networks: Which causal explanation best connects intensified trade and travel to the spread of plague and its demographic, economic, and social consequences? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.6; LO K - Topic 2.6 - Environmental Consequences of Connectivity: College Board APWHM CED, Fall 2026: Topic 2.6; Unit 2 LO K; KC-3.1.IV; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 5.A; Reasoning Process: Causation.

Biological Exchange: Benefits and Costs: Which comparison best distinguishes the productive effects of crop diffusion from the destructive effects of epidemic disease?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.6; LO K - Topic 2.6 - Environmental Consequences of Connectivity: College Board APWHM CED, Fall 2026: Topic 2.6; Unit 2 LO K; KC-3.1.IV; Theme ENV; Primary HTS 5.A; Topic-Suggested HTS 5.A; Reasoning Process: Comparison..

Stimulus Analysis: Environmental Consequences: Given a crop-diffusion map, mortality table, climate record, or plague narrative, which conclusion about environmental consequences is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.6; LO K - Topic 2.6 - Environmental Consequences of Connectivity: College Board APWHM CED, Fall 2026: Topic 2.6; Unit 2 LO K; KC-3.1.IV; Theme ENV; Primary HTS 3.B; Topic-Suggested HTS 5.A..

Comparing Silk Roads, Indian Ocean, and Trans-Saharan Trade: Which thesis best compares the scale, geography, technologies, and commodities of the three major exchange networks from c. 1200 to c. 1450?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.7; LO L - Topic 2.7 - Comparison of Economic Exchange: College Board APWHM CED, Fall 2026: Topic 2.7; Unit 2 LO L; KC-3.1, KC-3.1.I.A.i, KC-3.1.I.C.i, KC-3.3, KC-3.3.I.B; Theme Integrated; Primary HTS 6.A; Topic-Suggested HTS 6.B; Reasoning Process: Comparison.

States, Cities, and Merchants Across Networks: Which comparison best evaluates the relative roles of empires, trading cities, and diasporic merchants in sustaining long-distance exchange?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.7; LO L - Topic 2.7 - Comparison of Economic Exchange: College Board APWHM CED, Fall 2026: Topic 2.7; Unit 2 LO L; KC-3.1, KC-3.1.I.A.i, KC-3.1.I.C.i, KC-3.3, KC-3.3.I.B; Theme Integrated; Primary HTS 5.A; Topic-Suggested HTS 6.B; Reasoning Process: Comparison.

Shared Consequences of Expanding Connectivity: Which claim best explains a common cultural, technological, biological, or environmental consequence across multiple trade networks? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.7; LO L - Topic 2.7 - Comparison of Economic Exchange: College Board APWHM CED, Fall 2026: Topic 2.7; Unit 2 LO L; KC-3.1, KC-3.1.I.A.i, KC-3.1.I.C.i, KC-3.3, KC-3.3.I.B; Theme Integrated; Primary HTS 6.C; Topic-Suggested HTS 6.B; Reasoning Process: Causation.

Stimulus Set: Unit 2 Comparative Argument: Given maps, commodity tables, and excerpts from two networks, which claim and evidence combination best supports a historically defensible comparison?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 2 Topic 2.7; LO L - Topic 2.7 - Comparison of Economic Exchange: College Board APWHM CED, Fall 2026: Topic 2.7; Unit 2 LO L; KC-3.1, KC-3.1.I.A.i, KC-3.1.I.C.i, KC-3.3, KC-3.3.I.B; Theme Integrated; Primary HTS 6.B; Topic-Suggested HTS 6.B; Reasoning Process: Comparison..

Gunpowder and Imperial Expansion: Which explanation best connects cannons, firearms, and gunpowder armies to the expansion of the Ottoman, Safavid, and Mughal empires?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.1; LO A - Topic 3.1 - Empires Expand: College Board APWHM CED, Fall 2026: Topic 3.1; Unit 3 LO A; KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 1.B..

Ottoman Expansion Across Three Continents: Which statement best explains how military innovation, strategic geography, and conquest allowed the Ottoman Empire to expand in Europe, Asia, and Africa?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.1; LO A - Topic 3.1 - Empires Expand: College Board APWHM CED, Fall 2026: Topic 3.1; Unit 3 LO A; KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B.

Safavid and Mughal State Expansion: Which comparison best distinguishes the political and military foundations of Safavid power in Persia and Mughal power in South Asia? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.1; LO A - Topic 3.1 - Empires Expand: College Board APWHM CED, Fall 2026: Topic 3.1; Unit 3 LO A; KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 1.B; Reasoning Process: Comparison.

Qing and Russian Territorial Growth: Which comparison best explains how Qing and Russian expansion incorporated vast frontier regions and diverse populations?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.1; LO A - Topic 3.1 - Empires Expand: College Board APWHM CED, Fall 2026: Topic 3.1; Unit 3 LO A; KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 1.B; Reasoning Process: Comparison..

Rivalry and Conflict Among Land Empires: Which causal explanation best connects political, religious, and economic rivalries to conflicts such as Safavid-Mughal warfare and Morocco's attack on Songhai? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.1; LO A - Topic 3.1 - Empires Expand: College Board APWHM CED, Fall 2026: Topic 3.1; Unit 3 LO A; KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation.

Stimulus Analysis: Land-Empire Expansion: Given a battle account, gunpowder-weapon image, territorial map, or imperial chronicle, which conclusion about empire building is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.1; LO A - Topic 3.1 - Empires Expand: College Board APWHM CED, Fall 2026: Topic 3.1; Unit 3 LO A; KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 1.B.

Bureaucratic and Military Elites: Which comparison best explains how systems such as the Ottoman devshirme and salaried samurai helped rulers build loyal administrative or military elites?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.2; LO B - Topic 3.2 - Empires: Administration: College Board APWHM CED, Fall 2026: Topic 3.2; Unit 3 LO B; KC-4.3.I.C, KC-4.3.I.A, KC-4.3.I.D; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 4.A; Reasoning Process: Comparison..

Taxation and Revenue Administration: Which statement best explains how zamindars, tax farming, tribute lists, and taxes collected in hard currency supported imperial rule?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.2; LO B - Topic 3.2 - Empires: Administration: College Board APWHM CED, Fall 2026: Topic 3.2; Unit 3 LO B; KC-4.3.I.C, KC-4.3.I.A, KC-4.3.I.D; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 4.A.

Religion and Ritual as Political Legitimacy: Which explanation best connects divine right, promotion of Islam, human sacrifice, and other sacred traditions to claims of imperial authority?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.2; LO B - Topic 3.2 - Empires: Administration: College Board APWHM CED, Fall 2026: Topic 3.2; Unit 3 LO B; KC-4.3.I.C, KC-4.3.I.A, KC-4.3.I.D; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 4.A..

Monumental Architecture and Court Culture: Which comparison best evaluates how palaces, mosques, mausolea, temples, and imperial portraits communicated power to diverse audiences?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.2; LO B - Topic 3.2 - Empires: Administration: College Board APWHM CED, Fall 2026: Topic 3.2; Unit 3 LO B; KC-4.3.I.C, KC-4.3.I.A, KC-4.3.I.D; Theme GOV; Primary HTS 3.C; Topic-Suggested HTS 4.A; Reasoning Process: Comparison.

Consolidating Rule Over Diverse Populations: Which causal explanation best connects administrative flexibility, elite recruitment, taxation, and religious policy to the durability of land-based empires?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.2; LO B - Topic 3.2 - Empires: Administration: College Board APWHM CED, Fall 2026: Topic 3.2; Unit 3 LO B; KC-4.3.I.C, KC-4.3.I.A, KC-4.3.I.D; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 4.A; Reasoning Process: Causation.

Stimulus Analysis: Imperial Administration: Given a tax register, palace image, portrait, recruitment law, or court chronicle, which inference about legitimizing and consolidating power is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.2; LO B - Topic 3.2 - Empires: Administration: College Board APWHM CED, Fall 2026: Topic 3.2; Unit 3 LO B; KC-4.3.I.C, KC-4.3.I.A, KC-4.3.I.D; Theme GOV; Primary HTS 2.B; Topic-Suggested HTS 4.A.

Protestant and Catholic Reformations: Which statement best explains how the Protestant Reformation broke with existing Christian traditions while Catholic reform renewed and expanded Christianity?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.3; LO C - Topic 3.3 - Empires: Belief Systems: College Board APWHM CED, Fall 2026: Topic 3.3; Unit 3 LO C; KC-4.1.VI.i, KC-4.1.VI.ii, KC-4.1.VI.iii; Theme CDI; Primary HTS 1.B; Topic-Suggested HTS 2.B..

Sunni-Shi’a Rivalry in Imperial Politics: Which causal explanation best connects Ottoman-Safavid political rivalry to the intensification of the Sunni-Shi’a division?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.3; LO C - Topic 3.3 - Empires: Belief Systems: College Board APWHM CED, Fall 2026: Topic 3.3; Unit 3 LO C; KC-4.1.VI.i, KC-4.1.VI.ii, KC-4.1.VI.iii; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 2.B; Reasoning Process: Causation.

Sikhism and Religious Interaction: Which explanation best situates the development of Sikhism within interactions between Hindu and Islamic traditions in South Asia? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.3; LO C - Topic 3.3 - Empires: Belief Systems: College Board APWHM CED, Fall 2026: Topic 3.3; Unit 3 LO C; KC-4.1.VI.i, KC-4.1.VI.ii, KC-4.1.VI.iii; Theme CDI; Primary HTS 4.B; Topic-Suggested HTS 2.B.

Belief Systems and State Competition: Which comparison best explains how rulers used religious identity to strengthen internal cohesion and distinguish their empires from rivals? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.3; LO C - Topic 3.3 - Empires: Belief Systems: College Board APWHM CED, Fall 2026: Topic 3.3; Unit 3 LO C; KC-4.1.VI.i, KC-4.1.VI.ii, KC-4.1.VI.iii; Theme CDI; Primary HTS 5.A; Topic-Suggested HTS 2.B; Reasoning Process: Comparison.

Continuity and Change in Early Modern Religion: Which claim best evaluates the balance between continuity and change in major belief systems from 1450 to 1750? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.3; LO C - Topic 3.3 - Empires: Belief Systems: College Board APWHM CED, Fall 2026: Topic 3.3; Unit 3 LO C; KC-4.1.VI.i, KC-4.1.VI.ii, KC-4.1.VI.iii; Theme CDI; Primary HTS 6.C; Topic-Suggested HTS 2.B; Reasoning Process: Continuity and Change.

Stimulus Analysis: Belief Systems in Land Empires: Given a reform text, religious decree, devotional image, or account of interfaith interaction, which interpretation is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.3; LO C - Topic 3.3 - Empires: Belief Systems: College Board APWHM CED, Fall 2026: Topic 3.3; Unit 3 LO C; KC-4.1.VI.i, KC-4.1.VI.ii, KC-4.1.VI.iii; Theme CDI; Primary HTS 2.C; Topic-Suggested HTS 2.B.

Comparing Military Methods of Expansion: Which thesis best compares how land-based empires used gunpowder, cavalry, siege warfare, and armed conquest to increase their influence?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.4; LO D - Topic 3.4 - Comparison in Land-Based Empires: College Board APWHM CED, Fall 2026: Topic 3.4; Unit 3 LO D; KC-4.1, KC-4.1.VI, KC-4.3, KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme Integrated; Primary HTS 6.A; Topic-Suggested HTS 6.B; Reasoning Process: Comparison.

Comparing Administrative Methods: Which comparison best evaluates the use of bureaucracies, military elites, provincial officials, and tax systems across land-based empires?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.4; LO D - Topic 3.4 - Comparison in Land-Based Empires: College Board APWHM CED, Fall 2026: Topic 3.4; Unit 3 LO D; KC-4.1, KC-4.1.VI, KC-4.3, KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme Integrated; Primary HTS 5.A; Topic-Suggested HTS 6.B; Reasoning Process: Comparison..

Comparing Methods of Legitimation: Which claim best compares the use of religion, dynastic ideology, art, architecture, and court ceremony to legitimize imperial rule?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.4; LO D - Topic 3.4 - Comparison in Land-Based Empires: College Board APWHM CED, Fall 2026: Topic 3.4; Unit 3 LO D; KC-4.1, KC-4.1.VI, KC-4.3, KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme Integrated; Primary HTS 6.C; Topic-Suggested HTS 6.B; Reasoning Process: Comparison..

Managing Diversity in Land-Based Empires: Which comparison best explains how different empires incorporated ethnic, linguistic, and religious diversity while maintaining central authority? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.4; LO D - Topic 3.4 - Comparison in Land-Based Empires: College Board APWHM CED, Fall 2026: Topic 3.4; Unit 3 LO D; KC-4.1, KC-4.1.VI, KC-4.3, KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme Integrated; Primary HTS 5.A; Topic-Suggested HTS 6.B; Reasoning Process: Comparison.

Selecting Evidence for an Imperial Comparison: Which evidence set best supports an argument comparing Ottoman, Safavid, Mughal, Qing, or Russian methods of increasing influence? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.4; LO D - Topic 3.4 - Comparison in Land-Based Empires: College Board APWHM CED, Fall 2026: Topic 3.4; Unit 3 LO D; KC-4.1, KC-4.1.VI, KC-4.3, KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme Integrated; Primary HTS 6.B; Topic-Suggested HTS 6.B; Reasoning Process: Comparison.

Stimulus Set: Unit 3 Comparative Argument: Given paired maps, administrative documents, portraits, or religious sources, which comparative claim is most historically defensible? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 3 Topic 3.4; LO D - Topic 3.4 - Comparison in Land-Based Empires: College Board APWHM CED, Fall 2026: Topic 3.4; Unit 3 LO D; KC-4.1, KC-4.1.VI, KC-4.3, KC-4.3.II, KC-4.3.II.B, KC-4.3.III.i; Theme Integrated; Primary HTS 6.B; Topic-Suggested HTS 6.B.

Cross-Cultural Origins of Maritime Technology: Which explanation best connects earlier Asian, Mediterranean, and Islamic navigational knowledge to European maritime expansion from 1450 to 1750?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.1; LO A - Topic 4.1 - Technological Innovations from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.1; Unit 4 LO A; KC-4.1.II, KC-4.1.II.A; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 4.A.

Ship Design and Oceanic Travel: Which comparison best explains how caravels, carracks, fluyts, and lateen sails improved cargo capacity, maneuverability, or long-distance sailing? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.1; LO A - Topic 4.1 - Technological Innovations from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.1; Unit 4 LO A; KC-4.1.II, KC-4.1.II.A; Theme TEC; Primary HTS 5.A; Topic-Suggested HTS 4.A; Reasoning Process: Comparison.

Navigation, Cartography, and Astronomical Knowledge: Which statement best explains how compasses, astronomical charts, and improved cartography changed patterns of trade and travel?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.1; LO A - Topic 4.1 - Technological Innovations from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.1; Unit 4 LO A; KC-4.1.II, KC-4.1.II.A; Theme TEC; Primary HTS 1.B; Topic-Suggested HTS 4.A.

Stimulus Analysis: Maritime Innovations: Given a ship diagram, navigation instrument, portolan chart, or voyage route, which conclusion about technological diffusion is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.1; LO A - Topic 4.1 - Technological Innovations from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.1; Unit 4 LO A; KC-4.1.II, KC-4.1.II.A; Theme TEC; Primary HTS 3.B; Topic-Suggested HTS 4.A.

State Sponsorship of Maritime Exploration: Which explanation best connects royal financing, military protection, and political competition to European voyages of exploration? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.2; LO B - Topic 4.2 - Exploration: Causes and Events from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.2; Unit 4 LO B; KC-4.1.III; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 5.B.

Portuguese and Spanish Exploration Strategies: Which comparison best distinguishes Portuguese efforts to build a route to Asian markets from Spanish efforts to reach and claim lands across the Atlantic? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.2; LO B - Topic 4.2 - Exploration: Causes and Events from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.2; Unit 4 LO B; KC-4.1.III; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison.

States, Knowledge, and Overseas Claims: Which statement best explains how states organized navigational knowledge, granted monopolies, and asserted sovereignty over newly contacted regions? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.2; LO B - Topic 4.2 - Exploration: Causes and Events from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.2; Unit 4 LO B; KC-4.1.III; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 5.B.

Stimulus Analysis: State-Led Exploration: Given a royal charter, voyage map, explorer’s report, or state-financed expedition record, which inference about the role of governments is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.2; LO B - Topic 4.2 - Exploration: Causes and Events from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.2; Unit 4 LO B; KC-4.1.III; Theme GOV; Primary HTS 2.B; Topic-Suggested HTS 5.B..

Economic Motives for Maritime Exploration: Which explanation best connects demand for Asian goods, the search for direct trade routes, and competition for precious metals to European exploration?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.2; LO C - Topic 4.2 - Exploration: Causes and Events from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.2; Unit 4 LO C; KC-4.1.III.A, KC-4.1.III.B, KC-4.1.III.C; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.B.

Commercial Rivalry Among European States: Which comparison best explains how Portugal, Spain, the Netherlands, England, and France pursued different but overlapping commercial goals overseas?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.2; LO C - Topic 4.2 - Exploration: Causes and Events from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.2; Unit 4 LO C; KC-4.1.III.A, KC-4.1.III.B, KC-4.1.III.C; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison..

Economic Effects of New Maritime Routes: Which causal explanation best links oceanic exploration to new trading posts, colonial markets, bullion flows, and shifts in the centers of world commerce?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.2; LO C - Topic 4.2 - Exploration: Causes and Events from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.2; Unit 4 LO C; KC-4.1.III.A, KC-4.1.III.B, KC-4.1.III.C; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.B; Reasoning Process: Causation..

Stimulus Analysis: Economics of Exploration: Given a price series, trade map, royal monopoly, or merchant petition, which conclusion about the economic causes or effects of exploration is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.2; LO C - Topic 4.2 - Exploration: Causes and Events from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.2; Unit 4 LO C; KC-4.1.III.A, KC-4.1.III.B, KC-4.1.III.C; Theme ECN; Primary HTS 3.B; Topic-Suggested HTS 5.B..

Disease and Demographic Collapse in the Americas: Which causal explanation best connects Afro-Eurasian pathogens to the sharp decline of many Indigenous American populations?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.3; LO D - Topic 4.3 - Columbian Exchange: College Board APWHM CED, Fall 2026: Topic 4.3; Unit 4 LO D; KC-4.1.V, KC-4.1.V.A, KC-4.1.V.B, KC-4.1.V.C, KC-4.1.V.D; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 3.B; Reasoning Process: Causation.

Crops, Animals, and Hemispheric Exchange: Which comparison best distinguishes the effects of American crops in Afro-Eurasia from the effects of horses, cattle, pigs, rice, and other introduced species in the Americas?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.3; LO D - Topic 4.3 - Columbian Exchange: College Board APWHM CED, Fall 2026: Topic 4.3; Unit 4 LO D; KC-4.1.V, KC-4.1.V.A, KC-4.1.V.B, KC-4.1.V.C, KC-4.1.V.D; Theme ENV; Primary HTS 5.A; Topic-Suggested HTS 3.B; Reasoning Process: Comparison.

Columbian Exchange and Global Population Change: Which explanation best connects new foods, expanded agriculture, forced labor, and environmental transformation to population changes in both hemispheres?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.3; LO D - Topic 4.3 - Columbian Exchange: College Board APWHM CED, Fall 2026: Topic 4.3; Unit 4 LO D; KC-4.1.V, KC-4.1.V.A, KC-4.1.V.B, KC-4.1.V.C, KC-4.1.V.D; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 3.B..

Stimulus Analysis: Columbian Exchange: Given a crop-diffusion map, mortality graph, ecological illustration, or colonial account, which conclusion about causes and effects is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.3; LO D - Topic 4.3 - Columbian Exchange: College Board APWHM CED, Fall 2026: Topic 4.3; Unit 4 LO D; KC-4.1.V, KC-4.1.V.A, KC-4.1.V.B, KC-4.1.V.C, KC-4.1.V.D; Theme ENV; Primary HTS 3.B; Topic-Suggested HTS 3.B; Reasoning Process: Causation..

Portuguese Trading-Post Empire: Which explanation best connects naval power, fortified ports, and control of strategic sea lanes to Portuguese expansion in Africa and Asia? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO E - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO E; KC-4.3.II.A.i, KC-4.3.II.C, KC-4.3.II.A.ii; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 2.A.

Spanish and Portuguese Territorial Empires: Which comparison best distinguishes the conquest and administration of Iberian territorial empires in the Americas?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO E - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO E; KC-4.3.II.A.i, KC-4.3.II.C, KC-4.3.II.A.ii; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 2.A; Reasoning Process: Comparison.

Dutch, English, and French Maritime Expansion: Which statement best explains how chartered companies, naval force, and commercial settlements supported later European maritime empires? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO E - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO E; KC-4.3.II.A.i, KC-4.3.II.C, KC-4.3.II.A.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 2.A.

Stimulus Analysis: Maritime State Building: Given a colonial map, company charter, fort plan, or conquest narrative, which inference about state building and expansion is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO E - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO E; KC-4.3.II.A.i, KC-4.3.II.C, KC-4.3.II.A.ii; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 2.A.

Continuity of Peasant and Artisan Labor: Which statement best explains why peasant farming and artisan production continued even as global demand and commercial exchange intensified? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO F - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO F; KC-4.3.II.A.iii, KC-4.2.II.D; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 2.A.

Coerced Labor in Colonial Economies: Which comparison best distinguishes encomienda, hacienda, mit’a, indentured labor, and plantation labor as systems of production and control? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO F - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO F; KC-4.3.II.A.iii, KC-4.2.II.D; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 2.A; Reasoning Process: Comparison.

Plantations and Global Commodity Production: Which causal explanation best connects sugar, tobacco, and other cash crops to land concentration, coerced labor, and transoceanic commerce?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO F - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO F; KC-4.3.II.A.iii, KC-4.2.II.D; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 2.A; Reasoning Process: Causation.

Stimulus Analysis: Labor Systems, 1450-1750: Given a labor contract, plantation ledger, tribute record, or production table, which conclusion about continuity and change in labor is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO F - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO F; KC-4.3.II.A.iii, KC-4.2.II.D; Theme ECN; Primary HTS 3.B; Topic-Suggested HTS 2.A; Reasoning Process: Continuity and Change..

Expansion of the Atlantic Slave Trade: Which explanation best connects plantation demand, European maritime power, and African political participation to the growth of the Atlantic slave trade?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO G - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO G; KC-4.2.II.B, KC-4.2.II.C; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 2.A.

Continuities and Changes in Slavery: Which comparison best distinguishes Atlantic chattel slavery from earlier forms of slavery in Africa, the Mediterranean, and the Indian Ocean world?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO G - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO G; KC-4.2.II.B, KC-4.2.II.C; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 2.A; Reasoning Process: Continuity and Change.

Racialization and Hereditary Status: Which statement best explains how colonial laws increasingly linked African ancestry, hereditary status, and racial categories to enslavement?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO G - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO G - Explain changes and continuities in systems of slavery in the period from 1450 to 1750; KC-4.2.II.B; KC-4.2.II.C; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 2.A..

Stimulus Analysis: Systems of Slavery: Given a slave-trade map, ship manifest, legal code, or first-person account, which conclusion about changes or continuities in slavery is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.4; LO G - Topic 4.4 - Maritime Empires Established: College Board APWHM CED, Fall 2026: Topic 4.4; Unit 4 LO G; KC-4.2.II.B, KC-4.2.II.C; Theme SIO; Primary HTS 2.C; Topic-Suggested HTS 2.A.

Mercantilism and Imperial Power: Which explanation best connects state regulation, favorable trade balances, and colonial monopolies to the consolidation of imperial power?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO H - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO H; KC-4.1.IV.C, KC-4.3.III.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 3.A..

Chartered Companies and State Authority: Which statement best explains how joint-stock and chartered companies combined private investment with state-backed commercial and military privileges?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO H - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO H; KC-4.1.IV.C, KC-4.3.III.ii; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 3.A.

Taxation, Bullion, and Imperial Revenue: Which causal explanation best connects taxes, tribute, silver flows, and commercial monopolies to the maintenance of early modern states?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO H - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO H; KC-4.1.IV.C, KC-4.3.III.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 3.A; Reasoning Process: Causation..

Stimulus Analysis: Economic Strategies of Rulers: Given a mercantilist law, company charter, customs record, or bullion table, which inference about economic consolidation is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO H - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO H; KC-4.1.IV.C, KC-4.3.III.ii; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 3.A..

The Global Silver Trade: Which explanation best connects American silver, European merchants, and Asian demand to the growth of a global trading system? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO I - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO I; KC-4.1.IV.D.i, KC-4.1.IV, KC-4.2.II.A; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 3.A.

Continuity in Indian Ocean Commerce: Which statement best explains why Muslim, Gujarati, Swahili, Javanese, and other regional merchants remained important despite expanding European participation?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO I - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO I; KC-4.1.IV.D.i, KC-4.1.IV, KC-4.2.II.A; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 3.A.

Regional Production in Global Networks: Which comparison best connects European wool and linen, Indian cotton, and Chinese silk to changing patterns of specialization and exchange?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO I - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO I; KC-4.1.IV.D.i, KC-4.1.IV, KC-4.2.II.A; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 3.A; Reasoning Process: Comparison.

Stimulus Analysis: Networks of Exchange, 1450-1750: Given a silver-flow map, commodity table, shipping record, or merchant account, which conclusion about continuity and change in exchange is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO I - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO I; KC-4.1.IV.D.i, KC-4.1.IV, KC-4.2.II.A; Theme ECN; Primary HTS 3.B; Topic-Suggested HTS 3.A; Reasoning Process: Continuity and Change.

African Demographic and Family Change: Which explanation best connects the Atlantic trade in enslaved people to demographic imbalances and changes in family and gender roles in parts of Africa? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO J - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO J; KC-4.2.III.C, KC-4.1.IV.D.ii; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 3.A.

Cultural Synthesis in the Atlantic World: Which statement best explains how African, American, and European peoples contributed to new languages, religions, foods, music, and social practices?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO J - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO J; KC-4.2.III.C, KC-4.1.IV.D.ii; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 3.A..

Politics, Economy, and Social Transformation: Which causal explanation best connects colonial rule and commercial expansion to changes in community structure and social relations?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO J - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO J; KC-4.2.III.C, KC-4.1.IV.D.ii; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 3.A; Reasoning Process: Causation.

Stimulus Analysis: Atlantic Societies: Given a demographic table, family record, cultural artifact, or colonial description, which conclusion about social change is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO J - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO J; KC-4.2.III.C, KC-4.1.IV.D.ii; Theme SIO; Primary HTS 3.D; Topic-Suggested HTS 3.A.

Expansion of Christianity and Islam: Which comparison best explains how Christianity and Islam expanded through conquest, mission activity, migration, and commerce from 1450 to 1750?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO K - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO K; KC-4.1.VI; Theme CDI; Primary HTS 5.A; Topic-Suggested HTS 3.A; Reasoning Process: Comparison..

Religious Conflict in an Interconnected World: Which causal explanation best connects intensified cross-cultural contact to religious rivalry, persecution, and political conflict? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO K - Topic 4.5 - Maritime Empires Maintained and Developed: College Board AP World History: Modern CED, Effective Fall 2026: Topic 4.5; Unit 4 Learning Objective K: Explain the similarities and differences in how various belief systems affected societies from 1450 to 1750. KC-4.1.VI: In some cases, the increase and intensification of interactions between newly connected hemispheres expanded the reach and furthered development of existing religions, and contributed to religious conflicts and the development of syncretic belief systems and practices. Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 3.A; Reasoning Process: Causation.

Syncretic Belief Systems: Which statement best explains how local traditions blended with Christianity, Islam, and African religions to form new syncretic practices?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO K - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO K; KC-4.1.VI; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 3.A..

Stimulus Analysis: Belief Systems and Society: Given a missionary text, syncretic religious image, conversion account, or legal restriction, which interpretation of religious effects is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.5; LO K - Topic 4.5 - Maritime Empires Maintained and Developed: College Board APWHM CED, Fall 2026: Topic 4.5; Unit 4 LO K; KC-4.1.VI; Theme CDI; Primary HTS 2.C; Topic-Suggested HTS 3.A..

Local Resistance to Expanding States: Which comparison best explains the causes of resistance in the Pueblo Revolts, the Fronde, Cossack revolts, and Maratha opposition to Mughal rule?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.6; LO L - Topic 4.6 - Internal and External Challenges to State Power from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.6; Unit 4 LO L; KC-4.3.III.iii, KC-5.3.III.C; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 4.B; Reasoning Process: Comparison.

African and Indigenous Leaders Against Imperial Expansion: Which statement best explains how leaders such as Ana Nzinga and Metacom mobilized resistance to external state power? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.6; LO L - Topic 4.6 - Internal and External Challenges to State Power from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.6; Unit 4 LO L; KC-4.3.III.iii, KC-5.3.III.C; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 4.B.

Maroon Communities and Enslaved Resistance: Which causal explanation best connects coercive labor systems to flight, rebellion, and the establishment of Maroon societies? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.6; LO L - Topic 4.6 - Internal and External Challenges to State Power from 1450 to 1750: Unit 4 Learning Objective L asks students to explain the effects of the development of state power from 1450 to 1750; KC-4.3.III.iii and KC-5.3.III.C connect state expansion, centralization, and organized resistance by enslaved persons in the Americas.

Stimulus Analysis: Challenges to State Power: Given a rebellion map, resistance proclamation, colonial report, or community plan, which conclusion about the effects of state expansion is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.6; LO L - Topic 4.6 - Internal and External Challenges to State Power from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.6; Unit 4 LO L; KC-4.3.III.iii, KC-5.3.III.C; Theme GOV; Primary HTS 2.C; Topic-Suggested HTS 4.B..

Colonial Racial and Caste Hierarchies: Which explanation best connects ancestry, legal status, occupation, and colonial rule to the creation of new social categories in the Americas?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.7; LO M - Topic 4.7 - Changing Social Hierarchies from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.7; Unit 4 LO M; KC-4.3.I.B, KC-4.2.III.A, KC-4.2.III.B; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 3.D.

Religious and Ethnic Status Across Empires: Which comparison best evaluates the expulsion of Jews from Iberia, Ottoman acceptance of Jewish communities, and Qing restrictions on Han Chinese?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.7; LO M - Topic 4.7 - Changing Social Hierarchies from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.7; Unit 4 LO M; KC-4.3.I.B, KC-4.2.III.A, KC-4.2.III.B; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 3.D; Reasoning Process: Comparison.

Elite Status and Gender Roles: Which statement best explains continuities and changes in the positions of European nobles, Russian boyars, Ottoman elites, and women of different social classes? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.7; LO M - Topic 4.7 - Changing Social Hierarchies from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.7; Unit 4 LO M; KC-4.3.I.B, KC-4.2.III.A, KC-4.2.III.B; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 3.D; Reasoning Process: Continuity and Change.

Stimulus Analysis: Changing Social Hierarchies: Given a casta painting, sumptuary law, court record, or social diagram, which claim about maintained or changing hierarchy is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.7; LO M - Topic 4.7 - Changing Social Hierarchies from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.7; Unit 4 LO M; KC-4.3.I.B, KC-4.2.III.A, KC-4.2.III.B; Theme SIO; Primary HTS 3.D; Topic-Suggested HTS 3.D.

Economic Change and Social Stratification: Which claim best explains how global commerce, colonial production, and coerced labor reshaped social hierarchies from 1450 to 1750? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.8; LO N - Topic 4.8 - Continuity and Change from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.8; Unit 4 LO N; KC-4.1, KC-4.1.II, KC-4.1.II.A, KC-4.2, KC-4.2.II, KC-4.3, KC-4.3.III.ii; Theme Integrated; Primary HTS 6.C; Topic-Suggested HTS 6.C.

Continuities in Labor and Elite Power: Which interpretation best explains why peasant labor, inherited privilege, and local elites persisted despite growing transoceanic exchange? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.8; LO N - Topic 4.8 - Continuity and Change from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.8; Unit 4 LO N; KC-4.1, KC-4.1.II, KC-4.1.II.A, KC-4.2, KC-4.2.II, KC-4.3, KC-4.3.III.ii; Theme Integrated; Primary HTS 5.A; Topic-Suggested HTS 6.C; Reasoning Process: Continuity and Change.

Evaluating the Extent of Social Change: Which thesis best evaluates the extent to which economic developments transformed gender, race, class, and family structures?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.8; LO N - Topic 4.8 - Continuity and Change from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.8; Unit 4 LO N; KC-4.1, KC-4.1.II, KC-4.1.II.A, KC-4.2, KC-4.2.II, KC-4.3, KC-4.3.III.ii; Theme Integrated; Primary HTS 6.A; Topic-Suggested HTS 6.C; Reasoning Process: Continuity and Change.

Stimulus Set: Unit 4 Continuity and Change: Given economic data, labor documents, and social images from two regions, which claim and evidence combination best supports a continuity-and-change argument?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 4 Topic 4.8; LO N - Topic 4.8 - Continuity and Change from 1450 to 1750: College Board APWHM CED, Fall 2026: Topic 4.8; Unit 4 LO N; KC-4.1, KC-4.1.II, KC-4.1.II.A, KC-4.2, KC-4.2.II, KC-4.3, KC-4.3.III.ii; Theme Integrated; Primary HTS 6.B; Topic-Suggested HTS 6.C; Reasoning Process: Continuity and Change.

Reason, Natural Rights, and the Social Contract: Which explanation best connects Enlightenment emphasis on reason, natural rights, and the social contract to criticism of absolutism and inherited privilege?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.1; LO A - Topic 5.1 - The Enlightenment: College Board APWHM CED, Fall 2026: Topic 5.1; Unit 5 LO A; KC-5.3.I.A, KC-5.3.I, KC-5.3.II.i; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 3.A.

Intellectual Roots of Atlantic Revolutions: Which statement best explains how the Scientific Revolution, empiricism, and earlier political traditions helped create the ideological context for revolution? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.1; LO A - Topic 5.1 - The Enlightenment: College Board APWHM CED, Fall 2026: Topic 5.1; Unit 5 LO A; KC-5.3.I.A, KC-5.3.I, KC-5.3.II.i; Theme CDI; Primary HTS 4.B; Topic-Suggested HTS 3.A.

Popular Sovereignty and Constitutional Government: Which causal explanation best links ideas about consent of the governed and separation of powers to demands for constitutional political systems? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.1; LO A - Topic 5.1 - The Enlightenment: College Board APWHM CED, Fall 2026: Topic 5.1; Unit 5 LO A; KC-5.3.I.A, KC-5.3.I, KC-5.3.II.i; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 3.A; Reasoning Process: Causation.

Stimulus Analysis: Enlightenment Political Thought: Given an excerpt by Locke, Rousseau, Montesquieu, or another Enlightenment thinker, which claim or implication is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.1; LO A - Topic 5.1 - The Enlightenment: College Board APWHM CED, Fall 2026: Topic 5.1; Unit 5 LO A; KC-5.3.I.A, KC-5.3.I, KC-5.3.II.i; Theme CDI; Primary HTS 3.A; Topic-Suggested HTS 3.A.

Enlightenment Challenges to Social Hierarchy: Which explanation best connects Enlightenment universalism to challenges against slavery, hereditary estates, and unequal legal status? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.1; LO B - Topic 5.1 - The Enlightenment: College Board APWHM CED, Fall 2026: Topic 5.1; Unit 5 LO B; KC-5.3.I.C, KC-5.3.IV.B; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 3.A.

Women’s Rights and Political Reform: Which comparison best explains how Wollstonecraft, de Gouges, and the Seneca Falls movement extended rights-based arguments to women? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.1; LO B - Topic 5.1 - The Enlightenment: College Board APWHM CED, Fall 2026: Topic 5.1; Unit 5 LO B; KC-5.3.I.C, KC-5.3.IV.B; Theme SIO; Primary HTS 3.C; Topic-Suggested HTS 3.A; Reasoning Process: Comparison.

Abolitionism and Reform Movements: Which causal explanation best connects Enlightenment ideas and religious activism to abolitionist and humanitarian reform movements? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.1; LO B - Topic 5.1 - The Enlightenment: College Board APWHM CED, Fall 2026: Topic 5.1; Unit 5 LO B; KC-5.3.I.C, KC-5.3.IV.B; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 3.A; Reasoning Process: Causation.

Stimulus Set: Enlightenment and Society: Given paired rights declarations, reform petitions, or political cartoons, which conclusion about the social effects of Enlightenment thought is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.1; LO B - Topic 5.1 - The Enlightenment: College Board APWHM CED, Fall 2026: Topic 5.1; Unit 5 LO B—Explain how the Enlightenment affected societies over time. KC-5.3.I.C: Enlightenment ideas and religious ideals influenced reform movements, contributing to expanded suffrage, abolition of slavery, and the end of serfdom. KC-5.3.IV.B: demands for women's suffrage and emergent feminism challenged political and gender hierarchies. Theme SIO; Primary HTS 3.D; Topic-Suggested HTS 3.A.

Atlantic Revolutions: Shared Causes and Distinct Contexts: Which comparison best identifies common ideological causes and important contextual differences among the American, French, Haitian, and Latin American revolutions?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.2; LO C - Topic 5.2 - Nationalism and Revolutions in the Period from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.2; Unit 5 LO C; KC-5.3.II.ii, KC-5.3, KC-5.3.IV.A.i, KC-5.3.III.B, KC-5.3.I.B, KC-5.3.II.iii; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 3.C; Reasoning Process: Comparison..

Revolutionary Outcomes and Social Limits: Which statement best explains why revolutionary movements expanded political participation while often preserving or recreating social inequalities? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.2; LO C - Topic 5.2 - Nationalism and Revolutions in the Period from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.2; Unit 5 LO C; KC-5.3.II.ii, KC-5.3, KC-5.3.IV.A.i, KC-5.3.III.B, KC-5.3.I.B, KC-5.3.II.iii; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 3.C.

Nationalism and New Political Identities: Which causal explanation best connects nationalism to German and Italian unification, Balkan movements, Ottomanism, and anticolonial activism?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.2; LO C - Topic 5.2 - Nationalism and Revolutions in the Period from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.2; Unit 5 LO C; KC-5.3.II.ii, KC-5.3, KC-5.3.IV.A.i, KC-5.3.III.B, KC-5.3.I.B, KC-5.3.II.iii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 3.C; Reasoning Process: Causation..

Stimulus Set: Revolutions and Nationalism: Given declarations, constitutions, maps, or nationalist writings from two movements, which comparison or causal claim is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.2; LO C - Topic 5.2 - Nationalism and Revolutions in the Period from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.2; Unit 5 LO C; KC-5.3.II.ii, KC-5.3, KC-5.3.IV.A.i, KC-5.3.III.B, KC-5.3.I.B, KC-5.3.II.iii; Theme GOV; Primary HTS 3.C; Topic-Suggested HTS 3.C; Reasoning Process: Comparison.

Coal, Iron, and Britain’s Industrial Advantage: Which explanation best connects Britain’s accessible coal and iron deposits to mechanized production, steam power, and industrial growth? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.3; LO D - Topic 5.3 - Industrial Revolution Begins: College Board APWHM CED, Fall 2026: Topic 5.3; Unit 5 LO D; KC-5.1.I.A, KC-5.1.I.C; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 1.B.

Waterways, Agriculture, and Urbanization: Which statement best explains how rivers, canals, agricultural productivity, and population growth created favorable conditions for industrialization?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.3; LO D - Topic 5.3 - Industrial Revolution Begins: College Board APWHM CED, Fall 2026: Topic 5.3; Unit 5 LO D; KC-5.1.I.A, KC-5.1.I.C; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 1.B..

Capital, Property Rights, and Overseas Resources: Which causal explanation best connects accumulated capital, legal protections, colonial resources, and consumer markets to Britain’s early industrialization? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.3; LO D - Topic 5.3 - Industrial Revolution Begins: College Board APWHM CED, Fall 2026: Topic 5.3; Unit 5 LO D; KC-5.1.I.A, KC-5.1.I.C; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation.

Stimulus Analysis: Environmental Foundations of Industry: Given a resource map, canal network, agricultural table, or urban population graph, which conclusion about the origins of industrialization is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.3; LO D - Topic 5.3 - Industrial Revolution Begins: College Board APWHM CED, Fall 2026: Topic 5.3; Unit 5 LO D; KC-5.1.I.A, KC-5.1.I.C; Theme ENV; Primary HTS 3.B; Topic-Suggested HTS 1.B..

Spread of Factory Production: Which explanation best describes how factory-based production spread from Britain to continental Europe, the United States, Russia, and Japan?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.4; LO E - Topic 5.4 - Industrialization Spreads in the Period from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.4; Unit 5 LO E; KC-5.1.II.B, KC-5.1.I.D; Theme TEC; Primary HTS 1.B; Topic-Suggested HTS 5.A..

Industrialization in Russia and Japan: Which comparison best distinguishes the pace, state involvement, and social effects of industrialization in Russia and Meiji Japan?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.4; LO E - Topic 5.4 - Industrialization Spreads in the Period from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.4; Unit 5 LO E; KC-5.1.II.B, KC-5.1.I.D; Theme TEC; Primary HTS 5.A; Topic-Suggested HTS 5.A; Reasoning Process: Comparison.

Deindustrialization of Traditional Manufacturing Centers: Which causal explanation best connects mechanized European production and imperial trade policies to declining textile or craft industries in India, Egypt, and parts of Asia? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.4; LO E - Topic 5.4 - Industrialization Spreads in the Period from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.4; Unit 5 LO E; KC-5.1.II.B, KC-5.1.I.D; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 5.A; Reasoning Process: Causation.

Stimulus Analysis: Uneven Spread of Industrialization: Given manufacturing data, factory maps, tariff records, or artisan testimony, which conclusion about changing locations and modes of production is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.4; LO E - Topic 5.4 - Industrialization Spreads in the Period from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.4; Unit 5 LO E; KC-5.1.II.B, KC-5.1.I.D; Theme TEC; Primary HTS 3.B; Topic-Suggested HTS 5.A.

Steam Power and Mechanized Production: Which explanation best connects the steam engine and mechanized textile machinery to increased output, factory concentration, and demand for fuel? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.5; LO F - Topic 5.5 - Technology of the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.5; Unit 5 LO F; KC-5.1.I.B, KC-5.1.I.E, KC-5.1.IV; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 1.B.

Railroads, Steamships, and the Telegraph: Which statement best explains how transportation and communication technologies accelerated movement of goods, people, capital, and information? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.5; LO F - Topic 5.5 - Technology of the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.5; Unit 5 LO F; KC-5.1.I.B, KC-5.1.I.E, KC-5.1.IV; Theme TEC; Primary HTS 1.B; Topic-Suggested HTS 1.B.

Iron, Steel, and Industrial Scale: Which causal explanation best links improvements in iron and steel production to rail networks, urban construction, machinery, and military capacity?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.5; LO F - Topic 5.5 - Technology of the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.5; Unit 5 LO F; KC-5.1.I.B, KC-5.1.I.E, KC-5.1.IV; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation.

Stimulus Analysis: Industrial Technology: Given a machine diagram, railroad map, production graph, or telegraph record, which conclusion about technology and economic production is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.5; LO F - Topic 5.5 - Technology of the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.5; Unit 5 LO F; KC-5.1.I.B, KC-5.1.I.E, KC-5.1.IV; Theme TEC; Primary HTS 3.B; Topic-Suggested HTS 1.B.

State-Sponsored Industrialization: Which explanation best connects government investment, infrastructure, education, and military goals to industrialization in states such as Japan and Russia?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.6; LO G - Topic 5.6 - Industrialization: Government's Role from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.6; Unit 5 LO G; KC-5.1.V.C, KC-5.2.II.A; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 5.A.

Muhammad Ali and Egyptian Industrial Policy: Which statement best explains how Muhammad Ali used state direction, cotton production, and textile manufacturing to strengthen Egypt? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.6; LO G - Topic 5.6 - Industrialization: Government's Role from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.6; Unit 5 LO G; KC-5.1.V.C, KC-5.2.II.A; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 5.A.

Comparing Government Economic Strategies: Which comparison best distinguishes state-led industrialization, protective policies, and more market-oriented approaches from 1750 to 1900? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.6; LO G - Topic 5.6 - Industrialization: Government's Role from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.6; Unit 5 LO G; KC-5.1.V.C, KC-5.2.II.A; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 5.A; Reasoning Process: Comparison.

Stimulus Analysis: Government and Industry: Given a state budget, factory decree, railway plan, or reform proclamation, which inference about government economic strategy is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.6; LO G - Topic 5.6 - Industrialization: Government's Role from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.6; Unit 5 LO G; KC-5.1.V.C, KC-5.2.II.A; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 5.A..

Capitalism and Classical Liberalism: Which explanation best connects private property, competition, wage labor, and limited government intervention to industrial capitalism? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.7; LO H - Topic 5.7 - Economic Developments and Innovations in the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.7; Unit 5 LO H; KC-5.1.III.A, KC-5.1.III.B, KC-5.1; Theme ECN; Primary HTS 1.B; Topic-Suggested HTS 5.B.

Corporations, Banks, and Stock Markets: Which statement best explains how limited-liability corporations, stock markets, and banks such as HSBC mobilized capital for global enterprise? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.7; LO H - Topic 5.7 - Economic Developments and Innovations in the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.7; Unit 5 LO H; KC-5.1.III.A, KC-5.1.III.B, KC-5.1; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.B.

Socialism and Critiques of Capitalism: Which comparison best distinguishes socialist and Marxist critiques of industrial capitalism from liberal defenses of private enterprise? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.7; LO H - Topic 5.7 - Economic Developments and Innovations in the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.7; Unit 5 LO H; KC-5.1.III.A, KC-5.1.III.B, KC-5.1; Theme ECN; Primary HTS 3.C; Topic-Suggested HTS 5.B; Reasoning Process: Comparison.

Stimulus Set: Industrial Economic Ideologies: Given a corporate prospectus, economic treatise, factory report, or socialist pamphlet, which claim about changing economic systems is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.7; LO H - Topic 5.7 - Economic Developments and Innovations in the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.7; Unit 5 LO H; KC-5.1.III.A, KC-5.1.III.B, KC-5.1; Theme ECN; Primary HTS 3.D; Topic-Suggested HTS 5.B..

Labor Unions and Collective Action: Which explanation best connects harsh working conditions, wage dependence, and urban concentration to the growth of labor unions and strikes?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.8; LO I - Topic 5.8 - Reactions to the Industrial Economy from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.8; Unit 5 LO I; KC-5.1.V.D, KC-5.1.V.A, KC-5.3.IV.A.ii, KC-5.1.V.B; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 2.B..

Government and Social Reform: Which statement best explains why industrial states adopted factory regulations, public health measures, education reforms, or social insurance programs?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.8; LO I - Topic 5.8 - Reactions to the Industrial Economy from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.8; Unit 5 LO I; KC-5.1.V.D, KC-5.1.V.A, KC-5.3.IV.A.ii, KC-5.1.V.B; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 2.B.

Reform, Socialism, and Revolutionary Responses: Which comparison best distinguishes reformist, socialist, anarchist, and revolutionary responses to industrial inequality? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.8; LO I - Topic 5.8 - Reactions to the Industrial Economy from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.8; Unit 5 LO I; KC-5.1.V.D, KC-5.1.V.A, KC-5.3.IV.A.ii, KC-5.1.V.B; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 2.B; Reasoning Process: Comparison.

Stimulus Analysis: Reactions to Industrial Society: Given a worker testimony, reform law, union poster, or political cartoon, which interpretation of calls for change is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.8; LO I - Topic 5.8 - Reactions to the Industrial Economy from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 5.8; Unit 5 LO I; KC-5.1.V.D, KC-5.1.V.A, KC-5.3.IV.A.ii, KC-5.1.V.B; Theme SIO; Primary HTS 2.B; Topic-Suggested HTS 2.B.

New Middle and Working Classes: Which explanation best connects industrial production and urban employment to the growth of distinct middle and working classes?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.9; LO J - Topic 5.9 - Society and the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.9; Unit 5 LO J; KC-5.1.VI.A, KC-5.1.VI.B, KC-5.1.VI.C; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 4.B..

Urbanization, Family, and Gender Roles: Which statement best explains how factory work and urban life altered family organization and gender expectations while preserving some older patterns? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.9; LO J - Topic 5.9 - Society and the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.9; Unit 5 LO J; KC-5.1.VI.A, KC-5.1.VI.B, KC-5.1.VI.C; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 4.B.

Standards of Living and Uneven Social Change: Which comparison best evaluates improvements in consumption, health, and income against overcrowding, pollution, and labor exploitation?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.9; LO J - Topic 5.9 - Society and the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.9; Unit 5 LO J; KC-5.1.VI.A, KC-5.1.VI.B, KC-5.1.VI.C; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 4.B; Reasoning Process: Comparison..

Stimulus Analysis: Industrial Society: Given a census table, urban photograph, household budget, or factory account, which conclusion about hierarchy or living standards is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.9; LO J - Topic 5.9 - Society and the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.9; Unit 5 LO J; KC-5.1.VI.A, KC-5.1.VI.B, KC-5.1.VI.C; Theme SIO; Primary HTS 3.B; Topic-Suggested HTS 4.B..

Evaluating the Extent of Industrial Change: Which thesis best evaluates the extent to which industrialization transformed economic production and daily life from 1750 to 1900? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.10; LO K - Topic 5.10 - Continuity and Change in the Industrial Age: Unit 5 Learning Objective K asks students to explain the extent to which industrialization brought change from 1750 to 1900; review includes KC-5.1, KC-5.1.IV, KC-5.3, KC-5.3.I.A, KC-5.3.I, and KC-5.3.II.i; suggested skill Argumentation 6.C and reasoning process Continuity and Change.

Continuities in Agrarian and Labor Systems: Which interpretation best explains why agriculture, household production, coerced labor, and traditional elites persisted in many regions? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.10; LO K - Topic 5.10 - Continuity and Change in the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.10; Unit 5 LO K; KC-5.1, KC-5.1.IV, KC-5.3, KC-5.3.I.A, KC-5.3.I, KC-5.3.II.i; Theme Integrated; Primary HTS 5.A; Topic-Suggested HTS 6.C.

Industrialization and the Great Divergence: Which claim best explains how uneven industrialization widened some economic and military differences among world regions?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.10; LO K - Topic 5.10 - Continuity and Change in the Industrial Age: College Board APWHM CED, Fall 2026: Topic 5.10; Unit 5 LO K; KC-5.1, KC-5.1.IV, KC-5.3, KC-5.3.I.A, KC-5.3.I, KC-5.3.II.i; Theme Integrated; Primary HTS 6.C; Topic-Suggested HTS 6.C.

Stimulus Set: Unit 5 Continuity and Change: Given comparative production data, social records, and policy documents, which claim and evidence set best supports an argument about the extent of industrial change? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 5 Topic 5.10; LO K - Topic 5.10 - Continuity and Change in the Industrial Age: Unit 5 Learning Objective K: Explain the extent to which industrialization brought change from 1750 to 1900. Review KC-5.1, KC-5.1.IV, KC-5.3, KC-5.3.I.A, KC-5.3.I, and KC-5.3.II.i; Suggested Skill 6.C Argumentation; Reasoning Process: Continuity and Change.

Social Darwinism and Scientific Racism: Which explanation best connects distorted applications of evolutionary ideas and racial classification to justifications for imperial domination?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.1; LO A - Topic 6.1 - Rationales for Imperialism from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.1; Unit 6 LO A; KC-5.2.III; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 4.B.

Civilizing Missions and Religious Rationales: Which statement best explains how missionary activity, humanitarian rhetoric, and claims of cultural superiority were used to defend imperialism?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.1; LO A - Topic 6.1 - Rationales for Imperialism from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.1; Unit 6 LO A; KC-5.2.III; Theme CDI; Primary HTS 2.C; Topic-Suggested HTS 4.B.

Nationalism and Imperial Competition: Select causal explanations connecting national prestige, strategic rivalry, and domestic politics to imperial expansion from 1750 to 1900. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.1; LO A - Topic 6.1 - Rationales for Imperialism from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.1; Unit 6 LO A; KC-5.2.III; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 4.B; Reasoning Process: Causation.

Stimulus Analysis: Imperial Ideology: Given a political cartoon, missionary tract, scientific-racist text, or imperial speech, which interpretation of its purpose and historical context is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.1; LO A - Topic 6.1 - Rationales for Imperialism from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.1; Unit 6 LO A; KC-5.2.III; Theme CDI; Primary HTS 2.C; Topic-Suggested HTS 4.B.

European State Expansion in Africa and Asia: Which explanation best connects industrial military advantages, diplomacy, and economic pressure to European territorial expansion?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.2; LO B - Topic 6.2 - State Expansion from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.2; Unit 6 LO B; KC-5.2.I.A, KC-5.2.I.B, KC-5.2.I.C, KC-5.2.I.D, KC-5.2.II.B; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 4.B..

From Company Rule to Direct Colonial Rule: Which comparison best explains shifts from private or chartered control to direct government rule in the Congo and the Dutch East Indies?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.2; LO B - Topic 6.2 - State Expansion from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.2; Unit 6 LO B; KC-5.2.I.A, KC-5.2.I.B, KC-5.2.I.C, KC-5.2.I.D, KC-5.2.II.B; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 4.B; Reasoning Process: Comparison.

Settler Colonies and Indigenous Displacement: Which statement best explains how settler expansion in places such as New Zealand altered sovereignty, landholding, and demographic patterns?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.2; LO B - Topic 6.2 - State Expansion from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.2; Unit 6 LO B; KC-5.2.I.A, KC-5.2.I.B, KC-5.2.I.C, KC-5.2.I.D, KC-5.2.II.B; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 4.B..

Stimulus Analysis: State Expansion: Given an imperial map, treaty, company charter, or colonial proclamation, which conclusion about shifting state power is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.2; LO B - Topic 6.2 - State Expansion from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.2; Unit 6 LO B; KC-5.2.I.A, KC-5.2.I.B, KC-5.2.I.C, KC-5.2.I.D, KC-5.2.II.B; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 4.B..

Armed Resistance to Imperial Expansion: Which comparison best explains the goals and strategies of resistance led by Túpac Amaru II, Samory Touré, Yaa Asantewaa, or participants in the 1857 Indian Rebellion?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.3; LO C - Topic 6.3 - Indigenous Responses to State Expansion from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.3; Unit 6 LO C; KC-5.3.III.D, KC-5.2.II.C, KC-5.3.III.E; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 2.C; Reasoning Process: Comparison..

New States as Responses to External Pressure: Which statement best explains how the Sokoto Caliphate, Cherokee Nation, Zulu Kingdom, or Balkan states represented efforts at political consolidation or autonomy?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.3; LO C - Topic 6.3 - Indigenous Responses to State Expansion from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.3; Unit 6 LO C; KC-5.3.III.D, KC-5.2.II.C, KC-5.3.III.E; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 2.C.

Religious Movements and Anticolonial Resistance: Which causal explanation best connects the Ghost Dance, Xhosa Cattle-Killing Movement, and Mahdist movement to social disruption and resistance?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.3; LO C - Topic 6.3 - Indigenous Responses to State Expansion from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.3; Unit 6 LO C; KC-5.3.III.D, KC-5.2.II.C, KC-5.3.III.E; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 2.C; Reasoning Process: Causation.

Stimulus Analysis: Indigenous Responses: Given a resistance speech, colonial military report, nationalist petition, or movement image, which conclusion about internal and external causes is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.3; LO C - Topic 6.3 - Indigenous Responses to State Expansion from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.3; Unit 6 LO C; KC-5.3.III.D, KC-5.2.II.C, KC-5.3.III.E; Theme GOV; Primary HTS 2.C; Topic-Suggested HTS 2.C..

Resource Geography and Export Economies: Which explanation best connects the location of rubber, cotton, palm oil, guano, meat, and mineral resources to the growth of export-oriented regional economies?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.4; LO D - Topic 6.4 - Global Economic Development from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.4; Unit 6 LO D; KC-5.1.II.A; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 2.B.

Industrial Demand and Environmental Transformation: Which statement best explains how industrial demand encouraged extraction, plantation expansion, infrastructure building, and ecological change? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.4; LO D - Topic 6.4 - Global Economic Development from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.4; Unit 6 LO D; KC-5.1.II.A; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 2.B.

Commodity Frontiers and Labor Systems: Which causal explanation best links new commodity frontiers in the Amazon, Congo, Egypt, Peru, Chile, and Africa to coercive or migrant labor? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.4; LO D - Topic 6.4 - Global Economic Development from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.4; Unit 6 LO D; KC-5.1.II.A; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 2.B; Reasoning Process: Causation.

Stimulus Analysis: Global Commodity Production: Given a commodity map, export table, concession contract, or environmental image, which conclusion about the global economy is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.4; LO D - Topic 6.4 - Global Economic Development from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.4; Unit 6 LO D; KC-5.1.II.A; Theme ENV; Primary HTS 3.B; Topic-Suggested HTS 2.B..

Industrial Demand and Colonial Raw Materials: Which explanation best connects European industrialization to the export of cotton, palm oil, copper, and other raw materials from colonized or dependent regions?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.5; LO E - Topic 6.5 - Economic Imperialism from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.5; Unit 6 LO E; KC-5.2.I.E, KC-5.1.II.C; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 4.B..

Unequal Trade and Economic Dependency: Which statement best explains how specialized export economies and imported manufactured goods could deepen economic dependency? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.5; LO E - Topic 6.5 - Economic Imperialism from 1750 to 1900: College Board AP World History: Modern CED, Effective Fall 2026: Topic 6.5; Unit 6 Learning Objective E; KC-5.2.I.E, KC-5.1.II.C; Thematic Focus ECN; Suggested Skill 4.B.

Informal Empire and Foreign Investment: Which comparison best explains how the Opium Wars, foreign-financed ports, loans, and commercial concessions extended imperial influence without complete annexation? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.5; LO E - Topic 6.5 - Economic Imperialism from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.5; Unit 6 LO E; KC-5.2.I.E, KC-5.1.II.C; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 4.B; Reasoning Process: Comparison.

Stimulus Analysis: Economic Imperialism: Given a trade balance, loan agreement, port map, or diplomatic ultimatum, which inference about economic imperialism is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.5; LO E - Topic 6.5 - Economic Imperialism from 1750 to 1900: College Board APWHM CED, Fall 2026: Topic 6.5; Unit 6 LO E: Explain how various economic factors contributed to the development of the global economy from 1750 to 1900; KC-5.2.I.E; KC-5.1.II.C; Theme ECN; Primary HTS 2.C; Topic-Suggested HTS 4.B..

Population Pressure, Famine, and Migration: Which causal explanation best connects demographic growth, land scarcity, crop failure, and famine to migration from 1750 to 1900? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.6; LO F - Topic 6.6 - Causes of Migration in an Interconnected World: College Board APWHM CED, Fall 2026: Unit 6 LO F; KC-5.4.I, KC-5.4.I.B; Theme ENV; Suggested Skill 5.B Making Connections; Reasoning Process: Causation.

Transportation and New Migration Routes: Which statement best explains how steamships, railroads, and expanding imperial networks made long-distance migration more feasible?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.6; LO F - Topic 6.6 - Causes of Migration in an Interconnected World: College Board APWHM CED, Fall 2026: Topic 6.6; Unit 6 LO F; KC-5.4.I, KC-5.4.I.B; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 5.B..

Environmental Push and Pull Factors: Which comparison best distinguishes environmental pressures that pushed migrants from home regions from geographic opportunities that attracted them elsewhere? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.6; LO F - Topic 6.6 - Causes of Migration in an Interconnected World: College Board APWHM CED, Fall 2026: Topic 6.6; Unit 6 LO F; KC-5.4.I, KC-5.4.I.B; Theme ENV; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison.

Stimulus Analysis: Environmental Causes of Migration: Given a famine record, population graph, migration route map, or climate evidence, which conclusion about environmental causes is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.6; LO F - Topic 6.6 - Causes of Migration in an Interconnected World: College Board APWHM CED, Fall 2026: Topic 6.6; Unit 6 LO F: Explain how various environmental factors contributed to the development of varied patterns of migration from 1750 to 1900; KC-5.4.I, KC-5.4.I.B; Theme ENV; Primary HTS 3.B; Topic-Suggested HTS 5.B; Reasoning Process: Causation.

Indentured and Contract Labor Migration: Which explanation best connects labor demand after emancipation to the movement of Indian, Chinese, Japanese, and other contract workers?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.6; LO G - Topic 6.6 - Causes of Migration in an Interconnected World: College Board APWHM CED, Fall 2026: Topic 6.6; Unit 6 LO G; KC-5.4.II.A, KC-5.4.II.B; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.B..

Wage Labor and Commercial Migration: Which statement best explains the migration of Italian workers, Lebanese merchants, British specialists, and other voluntary migrants within an industrializing world economy? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.6; LO G - Topic 6.6 - Causes of Migration in an Interconnected World: College Board APWHM CED, Fall 2026: Topic 6.6; Unit 6 LO G; KC-5.4.II.A, KC-5.4.II.B; Theme ECN; Primary HTS 1.B; Topic-Suggested HTS 5.B.

Economic Networks and Chain Migration: Which causal explanation best connects recruitment systems, family networks, remittances, and employment opportunities to recurring migration patterns?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.6; LO G - Topic 6.6 - Causes of Migration in an Interconnected World: College Board APWHM CED, Fall 2026: Topic 6.6; Unit 6 LO G; KC-5.4.II.A, KC-5.4.II.B; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 5.B; Reasoning Process: Causation..

Stimulus Analysis: Economic Causes of Migration: Given an indenture contract, passenger list, advertisement, wage table, or migration map, which conclusion about economic motives is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.6; LO G - Topic 6.6 - Causes of Migration in an Interconnected World: College Board APWHM CED, Fall 2026: Topic 6.6; Unit 6 LO G; KC-5.4.II.A, KC-5.4.II.B; Theme ECN; Primary HTS 3.B; Topic-Suggested HTS 5.B; Reasoning Process: Causation..

Diasporic Communities and Cultural Exchange: Which explanation best connects Chinese, Indian, Irish, Italian, and other migrant communities to new cultural institutions, businesses, and identities? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.7; LO H - Topic 6.7 - Effects of Migration: College Board APWHM CED, Fall 2026: Topic 6.7; Unit 6 LO H; KC-5.4.III.A, KC-5.4.III.B, KC-5.4.III.C; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 5.B.

Nativism and Exclusionary Policies: Which comparison best explains the motives and effects of the Chinese Exclusion Act, White Australia policy, and other restrictions on migrants?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.7; LO H - Topic 6.7 - Effects of Migration: College Board APWHM CED, Fall 2026: Topic 6.7; Unit 6 LO H; KC-5.4.III.A, KC-5.4.III.B, KC-5.4.III.C; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison.

Migration, Gender, and Family Structure: Which statement best explains how sex ratios, chain migration, and permanent settlement changed family and community patterns?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.7; LO H - Topic 6.7 - Effects of Migration: College Board APWHM CED, Fall 2026: Topic 6.7; Unit 6 LO H; KC-5.4.III.A, KC-5.4.III.B, KC-5.4.III.C; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 5.B..

Stimulus Analysis: Social Effects of Migration: Given a census table, ethnic-neighborhood map, exclusion law, or migrant letter, which conclusion about migration's social effects is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.7; LO H - Topic 6.7 - Effects of Migration: College Board APWHM CED, Fall 2026: Topic 6.7; Unit 6 LO H; KC-5.4.III.A, KC-5.4.III.B, KC-5.4.III.C; Theme SIO; Primary HTS 3.D; Topic-Suggested HTS 5.B.

Political Effects of Imperialism: Which claim best evaluates the relative significance of territorial conquest, border creation, and changes in sovereignty as effects of imperialism? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.8; LO I - Topic 6.8 - Causation in the Imperial Age: Unit 6 Learning Objective I asks students to explain the relative significance of the effects of imperialism from 1750 to 1900, using Unit 6 key concepts KC-5.1, KC-5.2, KC-5.3, and KC-5.4 and Argumentation skill 6.D.

Economic and Environmental Effects of Imperialism: Which thesis best weighs export dependency, infrastructure, resource extraction, and ecological transformation as consequences of imperial rule?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.8; LO I - Topic 6.8 - Causation in the Imperial Age: College Board APWHM CED, Fall 2026: Topic 6.8; Unit 6 LO I; KC-5.1, KC-5.2, KC-5.3, KC-5.4; Theme Integrated; Primary HTS 6.A; Topic-Suggested HTS 6.D; Reasoning Process: Causation..

Social and Cultural Effects of Imperialism: Which argument best evaluates the relative importance of migration, racial hierarchy, education, religion, and resistance in reshaping colonized societies?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.8; LO I - Topic 6.8 - Causation in the Imperial Age: College Board APWHM CED, Fall 2026: Topic 6.8; Unit 6 LO I; KC-5.1, KC-5.2, KC-5.3, KC-5.4; Theme Integrated; Primary HTS 6.D; Topic-Suggested HTS 6.D.

Stimulus Set: Unit 6 Causation Argument: Given imperial maps, commodity data, migrant records, and anticolonial sources, which complex claim best explains the most significant effects of imperialism? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 6 Topic 6.8; LO I - Topic 6.8 - Causation in the Imperial Age: College Board APWHM CED, Fall 2026: Topic 6.8; Unit 6 LO I; KC-5.1, KC-5.2, KC-5.3, KC-5.4; Theme Integrated; Primary HTS 6.D; Topic-Suggested HTS 6.D.

Collapse of Older Empires After 1900: Which explanation best connects war, nationalism, economic weakness, and internal dissent to the collapse or transformation of the Ottoman, Russian, Qing, and Austro-Hungarian empires? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.1; LO A - Topic 7.1 - Shifting Power After 1900: KC-6.2.I, KC-6.2.I.A, KC-6.2.II.D; Theme GOV; Suggested Skill 4.B Contextualization.

Revolutionary Change in Russia and Mexico: Which comparison best distinguishes the causes, social coalitions, and political outcomes of the Russian and Mexican revolutions? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.1; LO A - Topic 7.1 - Shifting Power After 1900: College Board APWHM CED, Fall 2026: Topic 7.1; Unit 7 LO A; KC-6.2.I, KC-6.2.I.A, KC-6.2.II.D; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 4.B; Reasoning Process: Comparison.

Nationalism and New States: Which causal explanation best connects imperial collapse and wartime settlements to the creation of new states and contested borders?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.1; LO A - Topic 7.1 - Shifting Power After 1900: College Board APWHM CED, Fall 2026: Topic 7.1; Unit 7 LO A; KC-6.2.I, KC-6.2.I.A, KC-6.2.II.D; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 4.B; Reasoning Process: Causation..

Stimulus Analysis: Shifting State Power: Given a prewar and postwar map, revolutionary proclamation, political cartoon, or leadership speech, which conclusion about state change is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.1; LO A - Topic 7.1 - Shifting Power After 1900: College Board APWHM CED, Fall 2026: Topic 7.1; Unit 7 LO A; KC-6.2.I, KC-6.2.I.A, KC-6.2.II.D; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 4.B..

Long-Term Causes of World War I: Which explanation best connects militarism, alliance systems, imperial rivalry, and nationalism to the outbreak of World War I?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.2; LO B - Topic 7.2 - Causes of World War I: College Board APWHM CED, Fall 2026: Topic 7.2; Unit 7 LO B; KC-6.2.IV.B.i; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation.

The Balkan Crisis and Immediate War Trigger: Which statement best distinguishes the assassination at Sarajevo from the deeper structural causes that turned a regional crisis into a world war? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.2; LO B - Topic 7.2 - Causes of World War I: College Board APWHM CED, Fall 2026: Topic 7.2; Unit 7 LO B; KC-6.2.IV.B.i; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Comparison.

Consequences of World War I: Which causal explanation best connects total war to mass casualties, imperial collapse, revolutionary change, and new international settlements? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.2; LO B - Topic 7.2 - Causes of World War I: College Board APWHM CED, Fall 2026: Topic 7.2; Unit 7 LO B; KC-6.2.IV.B.i; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation.

Stimulus Analysis: Causes of World War I: Given an alliance map, mobilization timetable, diplomatic telegram, or nationalist cartoon, which causal interpretation is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.2; LO B - Topic 7.2 - Causes of World War I: College Board APWHM CED, Fall 2026: Topic 7.2; Unit 7 LO B; KC-6.2.IV.B.i; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation.

Industrialized Warfare and the Western Front: Which explanation best connects machine guns, heavy artillery, poison gas, and defensive trenches to stalemate and mass casualties? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.3; LO C - Topic 7.3 - Conducting World War I: College Board APWHM CED, Fall 2026: Topic 7.3; Unit 7 LO C; KC-6.2.IV.A.i, KC-6.1.III.C.i; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 3.B.

Total War and Home-Front Mobilization: Which statement best explains how conscription, propaganda, rationing, censorship, and expanded government control mobilized civilian societies?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.3; LO C - Topic 7.3 - Conducting World War I: College Board APWHM CED, Fall 2026: Topic 7.3; Unit 7 LO C; KC-6.2.IV.A.i, KC-6.1.III.C.i; Theme TEC; Primary HTS 1.B; Topic-Suggested HTS 3.B..

Colonial Troops and Global Resources: Which causal explanation best connects imperial networks to the recruitment of soldiers, laborers, food, and raw materials for World War I? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.3; LO C - Topic 7.3 - Conducting World War I: College Board APWHM CED, Fall 2026: Topic 7.3; Unit 7 LO C; KC-6.2.IV.A.i, KC-6.1.III.C.i; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 3.B; Reasoning Process: Causation.

Stimulus Analysis: Conducting World War I: Given a propaganda poster, trench photograph, casualty table, or government mobilization order, which conclusion about methods of warfare is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.3; LO C - Topic 7.3 - Conducting World War I: College Board APWHM CED, Effective Fall 2026: Topic 7.3; Unit 7 LO C - Explain how governments used a variety of methods to conduct war. KC-6.2.IV.A.i: World War I was the first total war; governments used political propaganda, art, media, and intensified forms of nationalism to mobilize populations in home countries and colonies. KC-6.1.III.C.i: New military technology led to increased levels of wartime casualties. Theme TEC; Suggested Skill 3.B Claims and Evidence in Sources..

Global Causes and Spread of the Great Depression: Which explanation best connects financial instability, overproduction, trade contraction, and international economic interdependence to the global depression?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.4; LO D - Topic 7.4 - Economy in the Interwar Period: College Board APWHM CED, Fall 2026: Topic 7.4; Unit 7 LO D; KC-6.3.I.B, KC-6.3.I.A.i; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 2.C..

The New Deal and Democratic State Intervention: Which statement best explains how the New Deal expanded the role of the United States government in relief, recovery, and economic regulation?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.4; LO D - Topic 7.4 - Economy in the Interwar Period: College Board APWHM CED, Fall 2026: Topic 7.4; Unit 7 LO D; KC-6.3.I.B, KC-6.3.I.A.i; Theme ECN; Primary HTS 1.B; Topic-Suggested HTS 2.C..

Authoritarian and Corporatist Economic Responses: Which comparison best distinguishes fascist corporatism, Soviet planning, and state-led policies in Brazil or Mexico from liberal responses to economic crisis?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.4; LO D - Topic 7.4 - Economy in the Interwar Period: College Board APWHM CED, Fall 2026: Topic 7.4; Unit 7 LO D; KC-6.3.I.B, KC-6.3.I.A.i; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 2.C; Reasoning Process: Comparison.

Stimulus Analysis: Interwar Economic Policy: Given unemployment data, a policy speech, government poster, or public-works photograph, which conclusion about state responses is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.4; LO D - Topic 7.4 - Economy in the Interwar Period: College Board APWHM CED, Fall 2026: Topic 7.4; Unit 7 LO D; KC-6.3.I.B, KC-6.3.I.A.i; Theme ECN; Primary HTS 2.C; Topic-Suggested HTS 2.C.

Mandates and Continued Imperial Control: Which explanation best connects the League of Nations mandate system to both the breakup of defeated empires and the continuation of European imperial influence? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.5; LO E - Topic 7.5 - Unresolved Tensions After World War I: Unit 7 Learning Objective E asks students to explain continuities and changes in territorial holdings from 1900 to the present; KC-6.2.I.B focuses on Western and Japanese imperial states maintaining colonial holdings, gaining territories through conquest or treaty settlement, and facing anti-imperial resistance.

Japanese Expansion and Territorial Revisionism: Which statement best explains how Manchukuo and the Greater East Asia Co-Prosperity Sphere challenged the post-World War I territorial order? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.5; LO E - Topic 7.5 - Unresolved Tensions After World War I: College Board APWHM CED, Fall 2026: Topic 7.5; Unit 7 LO E; KC-6.2.I.B; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 2.C.

Anticolonial Nationalism Between the Wars: Which comparison best explains how the Indian National Congress and West African strikes or congresses challenged imperial rule?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.5; LO E - Topic 7.5 - Unresolved Tensions After World War I: College Board APWHM CED, Fall 2026: Topic 7.5; Unit 7 LO E; KC-6.2.I.B; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 2.C; Reasoning Process: Comparison.

Stimulus Analysis: Unresolved Territorial Tensions: Given a mandate map, nationalist petition, Japanese propaganda image, or colonial report, select the conclusion about continuity and change in territorial control best supported by the stimulus. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.5; LO E - Topic 7.5 - Unresolved Tensions After World War I: Learning Objective E asks students to explain continuities and changes in territorial holdings from 1900 to the present; KC-6.2.I.B emphasizes interwar Western and Japanese imperial control, territorial gains through conquest or treaty settlement, and anti-imperial resistance.

Unresolved Legacies of World War I: Which explanation best connects punitive settlements, contested borders, and dissatisfaction with the postwar order to the causes of World War II?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.6; LO F - Topic 7.6 - Causes of World War II: College Board APWHM CED, Fall 2026: Topic 7.6; Unit 7 LO F; KC-6.2.IV.B.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 2.C; Reasoning Process: Causation..

Economic Crisis and Authoritarian Expansion: Which causal explanation best connects the Great Depression, fascism, militarism, and expansionist policies in Germany, Italy, and Japan?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.6; LO F - Topic 7.6 - Causes of World War II: College Board APWHM CED, Fall 2026: Topic 7.6; Unit 7 LO F; KC-6.2.IV.B.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 2.C; Reasoning Process: Causation..

Consequences of World War II: Which statement best explains how World War II shifted global power, accelerated decolonization, and encouraged new international institutions?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.6; LO F - Topic 7.6 - Causes of World War II: College Board APWHM CED, Fall 2026: Topic 7.6; Unit 7 LO F; KC-6.2.IV.B.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 2.C; Reasoning Process: Causation.

Stimulus Analysis: Causes of World War II: Given a territorial map, appeasement speech, fascist text, or economic graph, which causal interpretation of the war's outbreak is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.6; LO F - Topic 7.6 - Causes of World War II: College Board APWHM CED, Fall 2026: Topic 7.6; Unit 7 LO F; KC-6.2.IV.B.ii; Theme GOV; Primary HTS 2.C; Topic-Suggested HTS 2.C; Reasoning Process: Causation.

Total War and Mass Mobilization in World War II: Which comparison best explains similarities and differences in civilian mobilization, propaganda, and economic planning among major combatants? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.7; LO G - Topic 7.7 - Conducting World War II: College Board APWHM CED, Fall 2026: Topic 7.7; Unit 7 LO G; KC-6.2.IV.A.ii, KC-6.1.III.C.ii; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 3.D; Reasoning Process: Comparison.

Strategic Bombing and Nuclear Weapons: Which statement best explains how air power and atomic weapons expanded the scale and civilian impact of warfare?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.7; LO G - Topic 7.7 - Conducting World War II: College Board APWHM CED, Fall 2026: Topic 7.7; Unit 7 LO G; KC-6.2.IV.A.ii, KC-6.1.III.C.ii; Theme GOV; Primary HTS 1.B; Topic-Suggested HTS 3.D..

Leadership and Wartime State Power: Which comparison best evaluates how leaders such as Churchill, Roosevelt, Hitler, and Stalin mobilized populations and justified wartime policies? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.7; LO G - Topic 7.7 - Conducting World War II: College Board APWHM CED, Fall 2026: Topic 7.7; Unit 7 LO G; KC-6.2.IV.A.ii, KC-6.1.III.C.ii; Theme GOV; Primary HTS 3.C; Topic-Suggested HTS 3.D; Reasoning Process: Comparison.

Stimulus Set: Conducting World War II: Given propaganda, production data, bombing maps, or leadership speeches, which conclusion about similarities or differences in wartime methods is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.7; LO G - Topic 7.7 - Conducting World War II: College Board APWHM CED, Fall 2026: Topic 7.7; Unit 7 LO G asks students to explain similarities and differences in how governments used methods to conduct war. KC-6.2.IV.A.ii addresses total war, propaganda, media, nationalism, ideology, mobilization, and repression in totalitarian states. KC-6.1.III.C.ii addresses new military technology and tactics, including atomic bombing, fire-bombing, and total war, increasing wartime casualties. Theme GOV; HTS 3.D.

State Ideology and Mass Atrocity: Which explanation best connects extreme nationalism, racism, dehumanization, and concentrated state power to mass atrocities after 1900?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.8; LO H - Topic 7.8 - Mass Atrocities After 1900: College Board APWHM CED, Fall 2026: Topic 7.8; Unit 7 LO H; KC-6.2.III.C; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 5.B..

Comparing Genocide and Mass Violence: Which comparison best identifies historically meaningful similarities and differences among the Armenian genocide, the Holocaust, Cambodian mass killing, the Rwandan genocide, and Soviet violence in Ukraine? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.8; LO H - Topic 7.8 - Mass Atrocities After 1900: College Board APWHM CED, Fall 2026: Topic 7.8; Unit 7 LO H; KC-6.2.III.C; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison.

Consequences and Memory of Mass Atrocities: Which statement best explains how displacement, demographic loss, international law, trials, and public memory developed as consequences of mass atrocities? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.8; LO H - Topic 7.8 - Mass Atrocities After 1900: College Board APWHM CED, Fall 2026: Topic 7.8; Unit 7 LO H; KC-6.2.III.C; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 5.B; Reasoning Process: Causation.

Stimulus Analysis: Evidence of Mass Atrocity: Given survivor testimony, demographic data, a government order, or a map of forced removal, which conclusion about cause or consequence is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.8; LO H - Topic 7.8 - Mass Atrocities After 1900: College Board APWHM CED, Fall 2026: Topic 7.8; Unit 7 LO H; KC-6.2.III.C; Theme SIO; Primary HTS 2.C; Topic-Suggested HTS 5.B; Reasoning Process: Causation.

Relative Importance of Nationalism and Imperialism: Which claim best evaluates the relative significance of nationalism and imperial rivalry as causes of global conflict after 1900?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.9; LO I - Topic 7.9 - Causation in Global Conflict: College Board APWHM CED, Fall 2026: Topic 7.9; Unit 7 LO I; KC-6.1, KC-6.2, KC-6.2.I, KC-6.2.I.A, KC-6.2.II.D; Theme Integrated; Primary HTS 6.C; Topic-Suggested HTS 6.D; Reasoning Process: Causation.

Economic Crisis and Ideological Conflict: Which thesis best explains how economic instability and competing political ideologies contributed to global war?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.9; LO I - Topic 7.9 - Causation in Global Conflict: College Board APWHM CED, Fall 2026: Topic 7.9; Unit 7 LO I; KC-6.1, KC-6.2, KC-6.2.I, KC-6.2.I.A, KC-6.2.II.D; Theme Integrated; Primary HTS 6.A; Topic-Suggested HTS 6.D..

Long-Term Structures and Immediate Triggers: Which argument best distinguishes underlying causes of global conflict from short-term crises and decisions? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.9; LO I - Topic 7.9 - Causation in Global Conflict: College Board APWHM CED, Fall 2026: Topic 7.9; Unit 7 LO I; KC-6.1, KC-6.2, KC-6.2.I, KC-6.2.I.A, KC-6.2.II.D; Theme Integrated; Suggested Skill 6.D; Reasoning Process: Causation.

Stimulus Set: Unit 7 Causation Argument: Given diplomatic sources, economic data, propaganda, and territorial maps, which complex claim best explains the most significant causes of global conflict?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 7 Topic 7.9; LO I - Topic 7.9 - Causation in Global Conflict: College Board APWHM CED, Fall 2026: Topic 7.9; Unit 7 LO I; KC-6.1, KC-6.2, KC-6.2.I, KC-6.2.I.A, KC-6.2.II.D; Theme Integrated; Primary HTS 6.D; Topic-Suggested HTS 6.D; Reasoning Process: Causation.

Postwar Superpowers and Bipolarity: Which explanation best connects the destruction of World War II and the decline of European empires to the emergence of the United States and Soviet Union as superpowers? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.1; LO A - Topic 8.1 - Setting the Stage for the Cold War and Decolonization: College Board APWHM CED, Fall 2026: Topic 8.1; Unit 8 LO A; KC-6.2.II, KC-6.2.IV.C.i; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 4.B.

Ideological Division After 1945: Which statement best explains how competing capitalist-democratic and communist systems shaped the postwar international order? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.1; LO A - Topic 8.1 - Setting the Stage for the Cold War and Decolonization: Explain the historical context of the Cold War after 1945; KC-6.2.II, KC-6.2.IV.C.i; Theme GOV; Suggested Skill 4.B Contextualization.

Nuclear Weapons, the United Nations, and Decolonization: Which causal explanation best connects wartime outcomes to nuclear rivalry, new international institutions, and accelerating anticolonial movements? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.1; LO A - Topic 8.1 - Setting the Stage for the Cold War and Decolonization: College Board APWHM CED, Fall 2026: Topic 8.1; Unit 8 LO A; KC-6.2.II, KC-6.2.IV.C.i; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 4.B; Reasoning Process: Causation.

Stimulus Analysis: Context for the Cold War: Given a postwar map, conference document, reconstruction statistic, or leadership speech, which contextualization of the Cold War is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.1; LO A - Topic 8.1 - Setting the Stage for the Cold War and Decolonization: College Board APWHM CED, Fall 2026: Topic 8.1; Unit 8 LO A; KC-6.2.II, KC-6.2.IV.C.i; Theme GOV; Primary HTS 4.B; Topic-Suggested HTS 4.B.

Containment and the Soviet Security Bloc: Which comparison best distinguishes U.S. containment policies from Soviet efforts to create a secure ideological and strategic sphere in Eastern Europe?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.2; LO B - Topic 8.2 - The Cold War: College Board APWHM CED, Fall 2026: Topic 8.2; Unit 8 LO B; KC-6.2.IV.C.ii, KC-6.2.V.B; Theme CDI; Primary HTS 5.A; Topic-Suggested HTS 2.B; Reasoning Process: Comparison.

Alliances, Aid, and Ideological Competition: Which statement best explains how NATO, the Warsaw Pact, the Marshall Plan, and Soviet economic institutions served the Cold War struggle?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.2; LO B - Topic 8.2 - The Cold War: College Board APWHM CED, Fall 2026: Topic 8.2; Unit 8 LO B; KC-6.2.IV.C.ii, KC-6.2.V.B; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 2.B..

Propaganda and Competing Visions of Modernity: Which causal explanation best connects ideological rivalry to propaganda, education, cultural diplomacy, and claims of economic superiority?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.2; LO B - Topic 8.2 - The Cold War: College Board APWHM CED, Fall 2026: Topic 8.2; Unit 8 LO B; KC-6.2.IV.C.ii, KC-6.2.V.B; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 2.B; Reasoning Process: Causation.

Stimulus Set: Cold War Ideologies: Given paired speeches, posters, or economic claims from the United States and Soviet Union, which comparison of point of view and purpose is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.2; LO B - Topic 8.2 - The Cold War: College Board APWHM CED, Fall 2026: Topic 8.2; Unit 8 LO B; KC-6.2.IV.C.ii, KC-6.2.V.B; Theme CDI; Primary HTS 2.B; Topic-Suggested HTS 2.B; Reasoning Process: Comparison..

Proxy Wars and Superpower Influence: Which explanation best connects superpower aid, advisors, arms, and alliances to proxy wars in Korea, Angola, and Nicaragua?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.3; LO C - Topic 8.3 - Effects of the Cold War: College Board APWHM CED, Fall 2026: Topic 8.3; Unit 8 LO C; KC-6.2.IV.D; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 5.B..

Coups, Economic Assistance, and Client States: Which comparison best explains how the United States and Soviet Union used covert action, development aid, and support for allied governments to maintain influence?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.3; LO C - Topic 8.3 - Effects of the Cold War: College Board APWHM CED, Fall 2026: Topic 8.3; Unit 8 LO C; KC-6.2.IV.D; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison..

Arms Race and Space Race: Which statement best explains how military and technological competition increased influence while also imposing major economic costs? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.3; LO C - Topic 8.3 - Effects of the Cold War: College Board APWHM CED, Fall 2026: Topic 8.3; Unit 8 LO C; KC-6.2.IV.D; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 5.B.

Stimulus Analysis: Effects of the Cold War: Given an alliance map, aid table, proxy-war photograph, or diplomatic document, which conclusion about superpower methods is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.3; LO C - Topic 8.3 - Effects of the Cold War: College Board APWHM CED, Fall 2026: Topic 8.3; Unit 8 LO C; KC-6.2.IV.D; Theme GOV; Primary HTS 3.D; Topic-Suggested HTS 5.B.

Causes of the Chinese Communist Revolution: Which explanation best connects peasant support, Nationalist weaknesses, civil war, and resistance to Japan to the Chinese Communist victory? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.4; LO D - Topic 8.4 - Spread of Communism After 1900: College Board APWHM CED, Fall 2026: Topic 8.4; Unit 8 LO D; KC-6.2.I.i, KC-6.3.I.A.ii; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 2.C; Reasoning Process: Causation.

Maoist Transformation of China: Which statement best explains how land redistribution, collectivization, and mass political campaigns changed China after the communist revolution? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.4; LO D - Topic 8.4 - Spread of Communism After 1900: College Board APWHM CED, Fall 2026: Topic 8.4; Unit 8 LO D; KC-6.2.I.i, KC-6.3.I.A.ii; Theme ECN; Primary HTS 1.B; Topic-Suggested HTS 2.C.

Consequences of the Great Leap and Cultural Revolution: Which causal explanation best connects Maoist policies to economic disruption, famine, social upheaval, and changes in political authority? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.4; LO D - Topic 8.4 - Spread of Communism After 1900: College Board APWHM CED, Fall 2026: Topic 8.4; Unit 8 LO D; KC-6.2.I.i, KC-6.3.I.A.ii; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 2.C; Reasoning Process: Causation.

Stimulus Analysis: Communist China: Given a peasant appeal, propaganda poster, production table, or political speech, which conclusion about the causes or consequences of communism is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.4; LO D - Topic 8.4 - Spread of Communism After 1900: College Board APWHM CED, Fall 2026: Topic 8.4; Unit 8 LO D; KC-6.2.I.i, KC-6.3.I.A.ii; Theme ECN; Primary HTS 2.C; Topic-Suggested HTS 2.C; Reasoning Process: Causation.

Land Reform and Redistribution: Which comparison best explains the goals and methods of land reform in communist Vietnam, Kerala, Ethiopia, Iran, and other societies?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.4; LO E - Topic 8.4 - Spread of Communism After 1900: College Board APWHM CED, Fall 2026: Topic 8.4; Unit 8 LO E; KC-6.2.II.D.i; Theme SIO; Primary HTS 5.A; Topic-Suggested HTS 2.C; Reasoning Process: Comparison.

Collectivization and State Economic Control: Which statement best explains why governments attempted to redistribute resources or reorganize agricultural production after 1900? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.4; LO E - Topic 8.4 - Spread of Communism After 1900: College Board APWHM CED, Fall 2026: Topic 8.4; Unit 8 LO E; KC-6.2.II.D.i; Theme SIO; Primary HTS 1.B; Topic-Suggested HTS 2.C.

Social Effects of Redistribution Movements: Which causal explanation best connects land and resource redistribution to changes in class power, rural society, and political conflict?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.4; LO E - Topic 8.4 - Spread of Communism After 1900: College Board APWHM CED, Fall 2026: Topic 8.4; Unit 8 LO E; KC-6.2.II.D.i; Theme SIO; Primary HTS 5.B; Topic-Suggested HTS 2.C; Reasoning Process: Causation.

Stimulus Analysis: Movements to Redistribute Resources: Given a land-reform decree, estate map, peasant petition, or agricultural table, which conclusion about causes or effects is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.4; LO E - Topic 8.4 - Spread of Communism After 1900: College Board APWHM CED, Fall 2026: Topic 8.4; Unit 8 LO E; KC-6.2.II.D.i; Theme SIO; Primary HTS 3.D; Topic-Suggested HTS 2.C..

Negotiated Paths to Independence: Which comparison best explains how India, Ghana, and other colonies used mass politics, negotiation, and civil resistance to achieve independence?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.5; LO F - Topic 8.5 - Decolonization After 1900: College Board APWHM CED, Fall 2026: Topic 8.5; Unit 8 LO F; KC-6.2.II.A, KC-6.2.I.C, KC-6.2.II.B; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison..

Armed Struggles for Decolonization: Which comparison best distinguishes violent independence struggles in Algeria, Vietnam, and Angola from negotiated transfers of power? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.5; LO F - Topic 8.5 - Decolonization After 1900: College Board APWHM CED, Fall 2026: Topic 8.5; Unit 8 LO F; KC-6.2.II.A, KC-6.2.I.C, KC-6.2.II.B; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison.

Nationalist Leaders, Parties, and Competing Visions: Which statement best explains how figures and organizations such as Gandhi, Ho Chi Minh, Nkrumah, Nasser, the Indian National Congress, and the Muslim League mobilized support?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.5; LO F - Topic 8.5 - Decolonization After 1900: College Board APWHM CED, Fall 2026: Topic 8.5; Unit 8 LO F; KC-6.2.II.A, KC-6.2.I.C, KC-6.2.II.B; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 5.B.

Stimulus Set: Decolonization Processes: Given nationalist speeches, colonial maps, independence timelines, or protest images, which comparison of decolonization strategies is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.5; LO F - Topic 8.5 - Decolonization After 1900: College Board APWHM CED, Fall 2026: Topic 8.5; Unit 8 LO F; KC-6.2.II.A, KC-6.2.I.C, KC-6.2.II.B; Theme GOV; Primary HTS 3.C; Topic-Suggested HTS 5.B; Reasoning Process: Comparison.

Partition and New Territorial Boundaries: Which causal explanation best connects decolonization to partition, border disputes, and new states such as India, Pakistan, and Israel? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.6; LO G - Topic 8.6 - Newly Independent States: College Board APWHM CED, Fall 2026: Topic 8.6; Unit 8 LO G; KC-6.2.III.A.i, KC-6.2.III.A.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 3.D; Reasoning Process: Causation.

Migration, Refugees, and Demographic Change: Which statement best explains how newly drawn borders and communal conflict produced large-scale population movements?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.6; LO G - Topic 8.6 - Newly Independent States: College Board APWHM CED, Fall 2026: Topic 8.6; Unit 8 LO G; KC-6.2.III.A.i, KC-6.2.III.A.ii; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 3.D..

Nationalism, Secession, and State Unity: Which comparison best explains separatist or secessionist movements such as Quebec nationalism and the Biafran movement?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.6; LO G - Topic 8.6 - Newly Independent States: College Board APWHM CED, Fall 2026: Topic 8.6; Unit 8 LO G; KC-6.2.III.A.i, KC-6.2.III.A.ii; Theme GOV; Primary HTS 5.A; Topic-Suggested HTS 3.D; Reasoning Process: Comparison.

Stimulus Analysis: Territorial and Demographic Change: Given a partition map, refugee table, nationalist declaration, or border-conflict account, which conclusion about postcolonial change is best supported? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.6; LO G - Topic 8.6 - Newly Independent States: College Board APWHM CED, Fall 2026: Topic 8.6; Unit 8 LO G; KC-6.2.III.A.i, KC-6.2.III.A.ii; Theme GOV; Primary HTS 3.D; Topic-Suggested HTS 3.D.

State-Led Development After Decolonization: Which comparison best explains modernization programs associated with Nasser, Indira Gandhi, Nyerere, and Bandaranaike? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.6; LO H - Topic 8.6 - Newly Independent States: College Board APWHM CED, Fall 2026: Topic 8.6; Unit 8 LO H; KC-6.3.I.C, KC-6.2.III.B; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 3.D; Reasoning Process: Comparison.

Economic Continuity and Neocolonial Dependence: Which statement best explains why many newly independent states remained tied to former colonial markets, investment, and commodity exports?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.6; LO H - Topic 8.6 - Newly Independent States: College Board APWHM CED, Fall 2026: Topic 8.6; Unit 8 LO H; KC-6.3.I.C, KC-6.2.III.B; Theme ECN; Primary HTS 5.A; Topic-Suggested HTS 3.D.

Postcolonial Migration to Former Imperial Centers: Which causal explanation best connects decolonization and labor demand to South Asian migration to Britain, Algerian migration to France, and Filipino migration to the United States?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.6; LO H - Topic 8.6 - Newly Independent States: College Board APWHM CED, Fall 2026: Topic 8.6; Unit 8 LO H; KC-6.3.I.C, KC-6.2.III.B; Theme ECN; Primary HTS 5.B; Topic-Suggested HTS 3.D; Reasoning Process: Causation..

Stimulus Analysis: Postcolonial Economies: Given a development plan, trade table, migration graph, or leader's speech, which conclusion about economic continuity or change is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.6; LO H - Topic 8.6 - Newly Independent States: College Board APWHM CED, Fall 2026: Topic 8.6; Unit 8 LO H; KC-6.3.I.C, KC-6.2.III.B; Theme ECN; Primary HTS 3.D; Topic-Suggested HTS 3.D..

Nonviolent Resistance to Established Power: Which comparison best explains how Gandhi, Martin Luther King Jr., and Nelson Mandela used nonviolence to challenge political and social structures? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.7; LO I - Topic 8.7 - Global Resistance to Established Power Structures After 1900: College Board APWHM CED, Fall 2026: Topic 8.7; Unit 8 LO I; KC-6.2.V, KC-6.2.V.A, KC-6.2.V.C, KC-6.2.V.D; Theme CDI; Primary HTS 5.A; Topic-Suggested HTS 2.B; Reasoning Process: Comparison.

Militarized States and Intensified Conflict: Which statement best explains how regimes under Pinochet, Franco, Idi Amin, and other militarized governments responded to opposition?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.7; LO I - Topic 8.7 - Global Resistance to Established Power Structures After 1900: College Board APWHM CED, Fall 2026: Topic 8.7; Unit 8 LO I; KC-6.2.V, KC-6.2.V.A, KC-6.2.V.C, KC-6.2.V.D; Theme CDI; Primary HTS 2.C; Topic-Suggested HTS 2.B..

Violent Movements and Political Aims: Which causal explanation best connects movements such as the Shining Path and al-Qaeda to grievances, ideology, and violence against civilians?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.7; LO I - Topic 8.7 - Global Resistance to Established Power Structures After 1900: College Board APWHM CED, Fall 2026: Topic 8.7; Unit 8 LO I; KC-6.2.V, KC-6.2.V.A, KC-6.2.V.C, KC-6.2.V.D; Theme CDI; Primary HTS 5.B; Topic-Suggested HTS 2.B; Reasoning Process: Causation..

Stimulus Set: Reactions to Power Structures: Given a nonviolent manifesto, authoritarian decree, militant statement, or protest image, which interpretation of purpose, audience, and method is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.7; LO I - Topic 8.7 - Global Resistance to Established Power Structures After 1900: College Board APWHM CED, Fall 2026: Topic 8.7; Unit 8 LO I; KC-6.2.V, KC-6.2.V.A, KC-6.2.V.C, KC-6.2.V.D; Theme CDI; Primary HTS 2.B; Topic-Suggested HTS 2.B..

Soviet Economic Weakness and Public Discontent: Which explanation best connects economic stagnation, shortages, and declining public confidence to the weakening of communist governments? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.8; LO J - Topic 8.8 - End of the Cold War: College Board APWHM CED, Fall 2026: Topic 8.8; Unit 8 LO J; KC-6.2.IV.E; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B.

Afghanistan and the Costs of Superpower Competition: Which statement best explains how the Soviet invasion of Afghanistan contributed to political, military, and economic strain? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.8; LO J - Topic 8.8 - End of the Cold War: College Board APWHM CED, Fall 2026: Topic 8.8; Unit 8 LO J; KC-6.2.IV.E; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B.

Technology, Reform, and the Collapse of the Soviet Bloc: Which causal explanation best connects U.S. military-technological pressure, Gorbachev’s reforms, and popular movements in Eastern Europe to the end of the Cold War?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.8; LO J - Topic 8.8 - End of the Cold War: College Board APWHM CED, Fall 2026: Topic 8.8; Unit 8 LO J; KC-6.2.IV.E; Theme GOV; Primary HTS 5.B; Topic-Suggested HTS 1.B; Reasoning Process: Causation..

Stimulus Analysis: End of the Cold War: Given economic data, a reform speech, protest photograph, or timeline of Soviet-bloc change, which causal conclusion is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.8; LO J - Topic 8.8 - End of the Cold War: College Board APWHM CED, Fall 2026: Topic 8.8; Unit 8 LO J; KC-6.2.IV.E; Theme GOV; Primary HTS 3.B; Topic-Suggested HTS 1.B..

Comparing Cold War Effects Across Hemispheres: Which thesis best compares the political and military effects of the Cold War in the Eastern and Western Hemispheres?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.9; LO K - Topic 8.9 - Causation in the Age of the Cold War and Decolonization: College Board APWHM CED, Fall 2026: Topic 8.9; Unit 8 Learning Objective K; KC-6.2, KC-6.2.II, KC-6.2.IV.C, KC-6.3, KC-6.3.I; Thematic focus integrated; Reasoning Process: Comparison; Suggested Skill 6.D Argumentation.

Proxy Conflict, Intervention, and Decolonization: Which comparison best evaluates similarities and differences in superpower intervention and local agency across Asia, Africa, Europe, and the Americas? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.9; LO K - Topic 8.9 - Causation in the Age of the Cold War and Decolonization: College Board APWHM CED, Fall 2026: Topic 8.9; Unit 8 LO K; KC-6.2, KC-6.2.II, KC-6.2.IV.C, KC-6.3, KC-6.3.I; Theme Integrated; Primary HTS 5.A; Topic-Suggested HTS 6.D; Reasoning Process: Comparison.

Economic and Social Effects of Bipolar Rivalry: Which claim best evaluates how aid, militarization, migration, and ideological polarization affected societies in both hemispheres?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.9; LO K - Topic 8.9 - Causation in the Age of the Cold War and Decolonization: College Board APWHM CED, Fall 2026: Topic 8.9; Unit 8 LO K; KC-6.2, KC-6.2.II, KC-6.2.IV.C, KC-6.3, KC-6.3.I; Theme Integrated; Primary HTS 6.C; Topic-Suggested HTS 6.D..

Stimulus Set: Unit 8 Complex Comparison: Given maps, aid data, proxy-war sources, and decolonization evidence, which complex argument best evaluates the extent of similar Cold War effects?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 8 Topic 8.9; LO K - Topic 8.9 - Causation in the Age of the Cold War and Decolonization: College Board APWHM CED, Fall 2026: Topic 8.9; Unit 8 LO K; KC-6.2, KC-6.2.II, KC-6.2.IV.C, KC-6.3, KC-6.3.I; Theme Integrated; Primary HTS 6.D; Topic-Suggested HTS 6.D; Reasoning Process: Comparison.

Communication and the Compression of Distance: Which explanation best connects radio, cellular communication, and the internet to faster exchange of information and reduced geographic isolation? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 9 Topic 9.1; LO A - Topic 9.1 - Advances in Technology and Exchange After 1900: College Board APWHM CED, Fall 2026: Topic 9.1; Unit 9 LO A; KC-6.1.I.A, KC-6.1.I.D, KC-6.1.III.B, KC-6.1.I.B, KC-6.1.I.C; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 5.A.

Transportation, Energy, and Global Production: Which statement best explains how air travel, shipping containers, petroleum, and nuclear power expanded productivity and global exchange?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 9 Topic 9.1; LO A - Topic 9.1 - Advances in Technology and Exchange After 1900: College Board APWHM CED, Fall 2026: Topic 9.1; Unit 9 LO A; KC-6.1.I.A, KC-6.1.I.D, KC-6.1.III.B, KC-6.1.I.B, KC-6.1.I.C; Theme TEC; Primary HTS 5.B; Topic-Suggested HTS 5.A.

Agricultural, Medical, and Reproductive Technologies: Which comparison best explains how the Green Revolution, vaccines, antibiotics, and effective birth control changed population patterns and daily life? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 9 Topic 9.1; LO A - Topic 9.1 - Advances in Technology and Exchange After 1900: College Board APWHM CED, Fall 2026: Topic 9.1; Unit 9 LO A; KC-6.1.I.A, KC-6.1.I.D, KC-6.1.III.B, KC-6.1.I.B, KC-6.1.I.C; Theme TEC; Primary HTS 5.A; Topic-Suggested HTS 5.A; Reasoning Process: Comparison.

Stimulus Analysis: Technology After 1900: Given a communications graph, container-shipping map, crop-yield table, or health statistic, which conclusion about technological change is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 9 Topic 9.1; LO A - Topic 9.1 - Advances in Technology and Exchange After 1900: College Board APWHM CED, Fall 2026: Topic 9.1; Unit 9 LO A; KC-6.1.I.A, KC-6.1.I.D, KC-6.1.III.B, KC-6.1.I.B, KC-6.1.I.C; Theme TEC; Primary HTS 3.B; Topic-Suggested HTS 5.A.

Persistent Diseases Associated with Poverty: Which explanation best connects malaria, tuberculosis, and cholera to unequal access to sanitation, housing, nutrition, and medical care?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 9 Topic 9.2; LO B - Topic 9.2 - Technological Advances and Limitations After 1900: Disease: College Board APWHM CED, Fall 2026: Topic 9.2; Unit 9 LO B; KC-6.1.III, KC-6.1.III.A; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 5.B.

Emergent Epidemics in a Connected World: Which comparison best explains the social and demographic effects of the 1918 influenza pandemic, Ebola outbreaks, and HIV/AIDS? Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 9 Topic 9.2; LO B - Topic 9.2 - Technological Advances and Limitations After 1900: Disease: College Board APWHM CED, Fall 2026: Topic 9.2; Unit 9 LO B; KC-6.1.III, KC-6.1.III.A; Theme ENV; Primary HTS 5.A; Topic-Suggested HTS 5.B; Reasoning Process: Comparison.

Longevity and Changing Disease Patterns: Which statement best explains why heart disease, Alzheimer’s disease, and other chronic illnesses became more visible as life expectancy increased?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 9 Topic 9.2; LO B - Topic 9.2 - Technological Advances and Limitations After 1900: Disease: College Board APWHM CED, Fall 2026: Topic 9.2; Unit 9 LO B; KC-6.1.III, KC-6.1.III.A; Theme ENV; Primary HTS 5.B; Topic-Suggested HTS 5.B..

Stimulus Analysis: Disease and Population: Given an epidemic map, mortality graph, public-health poster, or medical report, which conclusion about environmental or technological factors is best supported?. Aligned to College Board AP World History: Modern CED, Effective Fall 2026 Unit 9 Topic 9.2; LO B - Topic 9.2 - Technological Advances and Limitations After 1900: Disease: College Board APWHM CED, Fall 2026: Topic 9.2; Unit 9 LO B; KC-6.1.III, KC-6.1.III.A; Theme ENV; Primary HTS 3.D; Topic-Suggested HTS 5.B..