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CONTENTS
Preface v
Acknowledgments vii
About the Authors ix
Introduction: The Five-Step Program xi
STEP 1 Set Up Your Study Program

1 What You Need to Know About the AP World History: Modern Exam 3
Background Information 3
Reasons for Taking the Advanced Placement Exam 4
What You Need to Know About the AP World History: Modern Exam 5
2 How To Plan Your Time 8
Three Approaches to Preparing for the AP World History: Modern Exam 8
When to Take the Practice Exams 10
Setting Up a Study Group 10
STEP 2 Determine Your Test Readiness

3 Take a Diagnostic Exam 15
AP World History: Modern Diagnostic Test 17
STEP 3 Develop Strategies for Success

4 Tips for Taking the Exam 53
Multiple-Choice Questions 53
Short-Answer Questions 54
Document-Based Question 55
Long-Essay Question 55
STEP 4 Review the Knowledge You Need to Score High

5 Getting Organized and Thinking About World History 59
6 Review: The World Up to c. 1200 CE 63
7 Changes in European Institutions 84
8 Interregional Trade and Exchange 91
9 Empires in the Americas 102
10 Expansion of China 107
11 Empires and Other Political Systems 115
12 Hemispheric Exchange 127
13 Systems of Slavery 132
14 Cultural and Intellectual Changes 137
Summaries: The Global Tapestry and Networks of Exchange 142
Timeline 142
❮ iii

iv ❯ Contents
Key Comparisons 142

Change/Continuity Chart 143
Summaries: Land-Based Empires and Trans-Oceanic Interconnections 145
Timeline 145
Key Comparisons 145
15 Revolutions and the Consequences of Industrialization 148
16 Political Revolutions 160
17 Western Imperialism 168
18 World Trade 175
Summary: Industrialization and Global Integration: Revolutions
and Consequences of Industrialization 181
Timeline 181
Key Comparisons 181
19 Revolutions, World Wars, and Depression 184
20 Cold War and the Post-War Balance of Power 195
21 End of the Cold War and Nationalist Movements 206
22 Global Trade 214
23 Technological Developments 222
24 Social Changes 229
25 Demographic and Environmental Developments 236
Summary: Accelerating Global Change and Realignments
(c. 1900 to the present) 242
Timeline 242
Key Comparisons 243
STEP 5 Build Your Test-Taking Confidence

Practice Test One 249
Practice Test Two 281
ELITE 5 Minutes to a 5
STUDENT 180 Daily Questions and Activities in 5 Minutes a Day 319
EDITION
Glossary 541
Bibliography 551
Websites 553
Maps of the World 555
Key Individuals 571

PREFACE
Welcome to the adventure of Advanced Placement (AP) World History: Modern. Enjoy the
challenges of your studies. During the course of the year, you should be prepared to read
widely in both your text and readers. Expect to analyze all sorts of primary documents,
from text to political cartoons, photographs, paintings, maps, and charts; analytical skills
are essential to success on both the multiple-choice and the essay questions. You will write
essay after essay as you not only analyze primary documents but also compare issues and
analyze continuity and change over time. Along the way, enjoy the fascinating story of
humankind and find a little of yourself among the peoples of other societies.
This study guide will ease your passage through the challenges of AP World History:
Modern to success on the examination. At first sight, the amount of material in the AP
World History: Modern course can appear a bit overwhelming. The goal of this manual is
to present that content material and the test-taking skills that will allow you to approach
the AP exam with confidence. As a first step, turn now to the Introduction to learn about
the five-step study program and how it can help you to organize your preparation.
❮ v

This page intentionally left blank
ACKNOWLEDGMENTS
We wish to thank Grace Freedson and Del Franz for their encouragement and editing,
outside readers for their invaluable suggestions, and our families for their extraordinary
patience.
—Beth Bartolini-Salimbeni
—Wendy Petersen
❮ vii

ABOUT THE AUTHORS
Beth Bartolini-Salimbeni holds degrees in history, Spanish, Italian, and comparative lit-
erature. A former Fulbright scholar and twice a National Endowment for the Humanities
(NEH) fellow, she has taught AP World History, AP European History, and AP Art
History at the high school level as well as history and languages at the high school and the
university levels, both in the United States and in Italy. Her most recent book is Italian
Grammar for Dummies. She is currently working on a biography of a nineteenth-century
Italian “gentlewoman.” In 2014–2015, she was the recipient of the American Association
of Italian Teachers Distinguished Service Award (K–12) and the New Mexico Organization
of Language Educators Lifetime Achievement Award for her work in Romance languages
and cultures.
Wendy Petersen earned undergraduate degrees in political science and French before going
on to a Master of Arts in political science. Time spent studying in France and England
sparked her interest in history, and she began her career teaching world history in south-
west Houston in 1997. Since moving to New Mexico in 2000, she has taught a variety of
subjects, including French, AP World History, and AP U.S. Government and Politics. In
2014, she was selected as one of the first teachers to pilot the new Advanced Placement
Seminar course, part of the College Board’s Advanced Placement Capstone program.
Amanda Bader taught AP World History: Modern and AP Language and Composition
at Rio Rancho High School in New Mexico. She has served as a reader, table leader, early
table leader, and question leader for the College Board.
❮ ix

INTRODUCTION:
THE FIVE-STEP PROGRAM
Introducing the Five-Step Preparation Program

This book is organized as a five-step program to prepare you for success on the exam. These
steps are designed to provide you with vital skills and strategies and the practice that can
lead you to that perfect 5. Here are the five steps.
Step 1: Set Up Your Study Program

In this step you’ll read a brief overview of the AP World History: Modern exam, including
an outline of topics and the approximate percentage of the exam that will test knowledge
of each topic. You’ll learn:
• Background information about the AP exam
• Reasons for taking the exam
• What to bring to the exam
• Other tips to prepare you for the exam
• How to choose the preparation plan that’s right for you
• Timetables for three suggested plans
Step 2: Determine Your Test Readiness

In this step you’ll take a diagnostic exam in AP World History: Modern. This pretest
should give you an idea of how prepared you are before beginning your study program.
• Go through the diagnostic exam step by step and question by question to build your
confidence level.
• Review the correct answers and explanations so that you see what you do and do not yet
fully understand.
Step 3: Develop Strategies for Success

In this step you’ll learn strategies that will help you do your best on the exam. These
strategies cover all four question types: multiple-choice, document-based, continuity and
change-over-time, and comparative. This part of your preparation program will help you
learn
• how to read multiple-choice questions.
• how to answer multiple-choice questions, including whether or not to guess.
• how to analyze primary documents, including texts, photographs, political cartoons,
maps, and charts.
• how to answer the document-based and long essays.
• how to respond to the short-answer questions.
❮ xi

xii ❯ Introduction: The Five-Step Program
Step 4: Review the Knowledge You Need to Score High

In this step you’ll learn or review the material you need to know for the test. This section
takes up the bulk of this book. It contains not only summaries of key events and concepts
but also vocabulary lists and review questions. The material is organized chronologically.
Each unit in this section is followed by a timeline, a list of key comparisons, and a change/
continuity chart. The chart will show you at a glance key events and issues in the major
world regions. It will also refresh your memory of changes and continuities within each
region during the time covered by the unit.
As you review this material, it may be helpful to work with others. Find a study pal or
form a small study group, and set a time when you can get together to review.
Step 5: Build Your Test-Taking Confidence

In this step you’ll complete your preparation by testing yourself on a full-length practice
exam modeled after the actual examination. The test is followed by a discussion of the
answers. Be aware that this practice exam is not simply a reproduction of questions from
actual AP exams, but it mirrors both the material tested and the way in which it is tested.
• Try the strategies provided in Chapter 4 of this book for each type of question on the
test.
• Pair up with another student and read and critique each other’s essays.
• Take the time not only to check whether or not your answers are correct but also to read
the explanation for the correct answers. By doing this, you will review a broad body of
concepts in a shorter period of time.
Finally, at the back of this book you’ll find additional resources to aid your preparation.
These include the following:
• Glossary of terms
• Bibliography for further reading
• List of websites related to the AP World History: Modern exam
• An appendix of selected maps
• An appendix of key individuals
The Graphics Used in This Book

To emphasize particular concepts and strategies, we use several icons throughout this book.
An icon in the margin will alert you that you should pay particular attention to the accom-
panying text. We use these three icons:
KEY IDEA The first icon points out a very important concept or fact that you should not pass over.
STRATEGY The second icon calls your attention to a strategy that you may want to try.
TIP The third icon indicates a tip that you might find useful.

STEP 1
Set Up Your Study Program
chapter 1 What You Need to Know About the AP World History:
Modern Exam
chapter 2 How to Plan Your Time
01_Bartolini_Ch01.indd 1 16/05/23 2:37 PM

CHAPTER
1
What You Need to Know About the
AP World History: Modern Exam
IN THIS CHAPTER
Summary: Learn background information on the AP program and exam,
how exams are graded, what types of questions are asked, what topics are
tested, and basic test-taking information.
Key Ideas
KEY IDEA ✪ Many colleges and universities will give you credit for exam scores of 3 or
above.
✪ Multiple-choice questions reflect the amount of course time spent on
each of the four AP World History: Modern periods.
✪ The three types of free-response questions are based on the broad
course themes and are aligned with course skills.
Background Information
What Is the Advanced Placement Program?
The Advanced Placement (AP) program was begun by the College Board in 1955 to con-
struct standard achievement exams that would allow highly motivated high school students
the opportunity to be awarded advanced placement as freshmen in colleges and universities
in the United States. Today, there are more than 30 courses and exams with nearly 2 million
students taking the annual exams in May.
There are numerous AP courses in the social studies beside World History: Modern,
including U.S. history, European history, U.S. government, comparative government,
macroeconomics, microeconomics, and psychology. The majority of students who take
❮ 3

4 ❯ STEP 1. Set Up Your Study Program
AP tests are juniors and seniors; however, some schools offer AP courses to freshmen and
sophomores, especially in world history.
Who Writes the AP World History: Modern Exam? Who Corrects

the Exams?
Like all AP exams, the World History: Modern exam is written by college and high school
instructors of world history. This group is called the AP World History Test Development
Committee. The committee constantly evaluates the test, analyzing the test as a whole
and on an item-by-item basis. All questions on the World History: Modern exam are field-
tested before they actually appear on an AP exam.
A much larger group of college and secondary teachers meets at a central location in
early June to correct the exams that were completed by students the previous month. The
scoring procedure of each grader (or “reader”) during this session is carefully analyzed to
ensure that exams are being evaluated on a fair and consistent basis.
How Are Exams Graded?

Sometime in July, the grade you receive on your AP exam is reported. You, your high
school, and the colleges you listed on your initial application will receive the scores.
There are five possible scores that you may receive on your exam:
• 5 indicates that you are extremely well qualified. This is the highest possible grade.
• 4 indicates that you are well qualified.
• 3 indicates that you are qualified.
• 2 indicates that you are possibly qualified.
• 1 indicates that you are not qualified to receive college credit.
Individual colleges and universities differ in their acceptance of AP exam scores. Most
will not consider a score below a 3 on any AP exam. Many highly competitive colleges
and universities honor only scores of 5 on AP exams. To find out which universities offer
credit, and how much for which score, go to the College Board website: https://apstudent.
collegeboard.org/creditandplacement.
Reasons for Taking the Advanced Placement Exam

There are several very practical reasons for enrolling in an AP World History: Modern
The higher-
order thinking course and taking the AP World History: Modern exam in May. During the application
skills that process, colleges look very favorably on students who have challenged themselves by taking
characterize Advanced Placement courses. Although few would recommend this, it is possible to take
the AP World any AP exam without taking a preparatory course for that exam.
History: Modern Most important, most colleges will reward you for doing well on your AP exams.
course provide
Although the goal of this manual is to help you achieve a 5, if you get a 3 or better on
an excellent
preparation your AP World History: Modern exam, many colleges will either give you actual credit
for college and for a required introductory world history course or allow you to receive elective credit. You
university studies. should definitely check beforehand with the colleges you are interested in to find out their
—College policy on AP scores and credit; they will vary.
professor Taking a year of AP World History: Modern (or any AP) course will be a very exacting
and challenging experience. If you have the capabilities, allow yourself to be challenged!
Many students feel a great personal satisfaction after completing an AP course, regardless
of the scores they eventually receive on the actual exam.

What You Need to Know About the AP World History: Modern Exam ❮ 5
What You Need to Know

About the AP World History: Modern Exam
The AP World History: Modern exam consists of both multiple-choice and essay questions.
The multiple-choice portion is worth 40 percent of the total exam grade, whereas the three
essays together count equally for the other 60 percent. Your score on the multiple-choice
section is based on the number of questions you answer correctly. There is no “guessing
penalty.” No points will be deducted for incorrect answers; unanswered questions will be
graded as incorrect answers.
Format of the Exam

The following table summarizes the format of the AP World History: Modern exam.
TYPE OF NUMBER OF % OF EXAM

SECTION QUESTION QUESTIONS TIMING SCORE
Section I,
Multiple-Choice 55 55 minutes 40%
Part A
4: answer questions
Section I, 1 and 2; choose
Short-Answer 40 minutes 20%
Part B between questions
3 and 4.
Section II, Document-Based

1 60 minutes 25%
Part A Question (DBQ)
Section II, Choose 1 of 3

Long-Essay 40 minutes 15%
Part B questions
Exam Weighting
The exam weighting for each of the nine units of the course is provided below.
UNITS CHRONOLOGICAL PERIOD EXAM WEIGHTING

Unit 1: The Global Tapestry c. 1200 to c. 1450 8–10%
Unit 2: Network of Exchange c. 1200 to c. 1450 8–10%
Unit 3: Land-Based Empires c. 1450 to c. 1750 12–15%
Unit 4: Transoceanic c. 1450 to c. 1750 12–15%
Interconnections
Unit 5: Revolutions c. 1750 to c. 1900 12–15%
Unit 6: Consequences of c. 1750 to c. 1900 12–15%
Industrialization
Unit 7: Global Conflict c. 1900 to present 8–10%
Unit 8: Cold War and c. 1900 to present 8–10%
Decolonization
Unit 9: Globalization c. 1900 to present 8–10%

Multiple-Choice Questions (MCQs)

This section consists of 55 questions. Each question has four possible answers. The ques-
KEY IDEA tions are arranged in sets of two to four questions per set. Each set begins with a written
or visual stimulus. You will have 55 minutes to complete the multiple-choice section. Once
time is up, you may NOT return to this section, so be sure to answer all questions during
the 55 minutes allowed for this section.
Short-Answer Questions (SAQs)

The AP exam contains four short-answer questions: you will answer questions 1 and 2,
and then choose between questions 3 and 4. Each short-answer question will have Parts
A, B, and C. All questions, regardless of the number of parts, are worth the same number
of points. The first two SAQs will have prompts using historical texts, images, or data
that require interpretation and analysis. The first SAQ will be based on a primary source
and the second will be based on a secondary source. The last two SAQs will not contain
sources, but will be traditional questions. You will have 40 minutes to complete the SAQ
section of the exam.
Long-Essay Question (LEQ)

During the remaining 100 minutes of the test you will be asked to write two essays: a
KEY IDEA document-based question (DBQ) and a long-essay question. The essays will be based on
the broad themes that form the background of the AP World History: Modern course.
According to the College Board description of the AP World History: Modern course,
these themes include:
• Human-environmental interaction
• Disease and its effects on population
• Migration
• Settlement patterns
• Technology
• Cultural development and interaction
• Religions, belief systems, and philosophies
• The arts and architecture
• State-building, expansion, and conflict (governance)
• Political structures and forms of government
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global organizations and structures
• Creation, growth, and interaction of economic systems
• Agriculture and pastoralism
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
• Development and change of social structures
• Gender roles
• Family and kinship relations
• Race and ethnicity
• Social and economic class structures
• Technology and innovation

What You Need to Know About the AP World History: Modern Exam ❮ 7
Also essential to success on the essays is the ability to visualize global patterns and the reac-
STRATEGY tions of societies to global processes. The ability to interpret the context of a document, as
well as to analyze point of view, is necessary to compose a satisfactory response to the DBQ.
For further information on the multiple-choice and essay questions, refer to Step 3 of
this manual.
Taking the Exam

When you arrive at the exam site, you should have brought the following:
• Several pencils for the multiple-choice questions
TIP • Several black or blue pens for the essays
• A traditional, not a smart, watch. Silence any alarms that would go off during the exam
period
• Tissues
• Your school code
• A photo ID
Leave the following items at home:
• A cell phone or calculator
• Books, a dictionary, study notes, flash cards, highlighters, correction fluid, a ruler, or any
other office supplies
• Portable music of any kind; no MP3 players, iPods, or CD players are allowed
Other recommendations:
• Don’t study the night before. Arrive at the exam rested.
• Wear comfortable clothing. It’s a good idea to layer your clothing so that you are pre-
pared for a variety of temperatures in the exam room.
• Eat a light breakfast and a light lunch on the day of the exam.
• Bring a water bottle with a lid.

CHAPTER
2
How to Plan Your Time
IN THIS CHAPTER
Summary: The right preparation plan for you depends on your study habits, your
own strengths and weaknesses, and the amount of time you have to prepare for
the test. This chapter recommends some study plans to get you started.
Key Points
KEY IDEA ✪ Preparing for the exam is important. It helps to have a plan—and stick
with it!
✪ You should create a study plan that best suits your situation and prioritize
your review based on your strengths and weaknesses.
Three Approaches to Preparing for the

AP World History: Modern Exam
It’s up to you to decide how you want to use this book to study for the AP World History:
Modern exam. This book is designed for flexibility; you can work through it in order or
skip around however you want. In fact, no two students who purchase this book will prob-
ably use it in exactly the same way.
Your study plan should begin with taking the diagnostic test in Chapter 3. Based on
that, you can decide what parts of world history you need to review. The world history
content you need for the exam is reviewed in Chapters 7–25. Included in each chapter are
test-like multiple-choice questions to help you check your knowledge and practice for the
test. You should also include Chapter 4 in your study plan; it contains tips and strategies
8 ❯

How to Plan Your Time ❮ 9
for each type of question on the exam. Any study plan should culminate with the practice
test at the end of the book.
To review for the Plan A: The Full-Year Plan (Beginning in Summer)
World History:
Modern AP
If you have purchased this book in the summer before your course begins, you can use it to
test, I went obtain a basic understanding of world history prior to 1200 CE. Your AP course officially
over the major starts with that year, but, of course, to understand what’s going on in 1200, you’ll need some
concepts and basic knowledge of what’s been happening in the world before that date. Chapters 5 and 6
periods in my contain that summary. Include that in your study plan to get up to speed so you can start
notes. I also found
day one of your course with the background information you need.
it helpful to read
outside world A key step in developing your study plan is to take the diagnostic test in the next chapter.
history books This is a practice exam that closely mirrors the actual exam. By taking the diagnostic test,
and sources. you’ll find out exactly what you’re up against. You will also see what content you need to
Also, practice, review and what skills you need to practice. Identify your weaknesses and focus on these first.
practice, practice Plan to take the diagnostic test in January and the final test in April just before the exam.
on multiple-
Following this plan will allow you to practice your skills and develop your confidence
choice world
history questions, gradually as you go through the AP course. Since you purchased this book in the summer,
because they are you’ll be able to get the background reading done to begin your course with an understand-
one-half of the AP ing of world history prior to 1200. This book is filled with practice exercises; beginning
test. As far as the to work through them at the start of the school year maximizes your preparation for the
AP essay section, exam. Since you’ve practiced the whole year, you’ll be in peak condition to perform your
DBQ practice all
year was great
best on the exam.
preparation.
—AP student The One-Semester Plan
Starting in the middle of the school year should give you ample time to review and pre-
pare for the test. Of course, if you also need to prepare for other AP exams, or if you are
super-busy with extracurricular activities, your time will be more limited. You can skip the
background reading sections; they are designed to get you up to speed when you start the
course.
Regardless of how much time you are able to devote to prepping for the AP World
History: Modern exam, you should start by taking the diagnostic test in the next chapter.
This will give you an accurate idea of what the test is like. You’ll get a sense of how hard
the test will be for you, how much time you need to devote to practice, and which types
of questions and areas of content you most need to work on. Skip around in this book,
focusing on the chapters that deal with the content you find most difficult. Take the final
practice test a few days before you take the actual test.
The Six-Week Plan

Okay, maybe you procrastinated a bit too long. But this might not be a problem if you are
doing well in your AP World History: Modern class and just need to review areas where
you are relatively weak and practice with the types of questions on the exam. In fact, prac-
tice with test-like questions is included in most AP World History: Modern classes. So you
may be more ready for the exam than you realize.
Start by taking the diagnostic test in the next chapter to find out what the actual test
will be like and to identify the content areas and the types of questions that you most need
to practice. If you find the diagnostic test difficult, try to devote as much time as possible
to the practice questions in the chapters you most need to review. Skip around in this
book, focusing first on the content areas where you are weakest. Even if you do well on the
diagnostic test, you should take the practice test at the back of this book to practice pacing
yourself within the time limits of the exam.

KEY IDEA
When to Take the Practice Exams
You should take the diagnostic test in Chapter 3 mid-year or when-
ever you begin your test preparation. It will show you what the exam
is like and, based on your performance, you can identify your strong
points as well as the weaknesses you’ll need to focus on. Take the
final practice test a week or so before the actual test. The practice
tests are perhaps the most important part of this book. Taking them
will help you do all of the following:
• Give you practice with all the different types of questions and
tasks on the AP World History: Modern exam
• Allow you to measure progress and identify areas you need to
focus on in your test preparation
• Allow you to practice pacing yourself within the time limits
imposed on the test
Following are some things to remember as you plan your test-prep
TIP
effort, regardless of when you start and how long you plan to practice:
• Establish a calendar of review and start as early as you can.
• Use your mobile phone to time yourself every time you take a
timed test.
• Take advantage of the practice tests in this book. They are your
friends.
• Don’t stay up the night before the test trying to do some last-
minute cramming; this may be counterproductive.
Setting Up a Study Group

One of the most effective strategies in preparing for the AP World
History: Modern Exam is to study with other students preparing for
the exam; however, not all study groups are equally successful. Here
are some important considerations to assist you in the successful
planning and implementation of your study group.
Get more in-depth Why?
with your readings.
If you can spark a • Take advantage of others’ strengths and abilities. Different stu-
stronger interest dents will have different insights.
in the subject, it is
much less difficult
• Lessen the individual workload by delegating specific topics (a
to retain the time period, an event, an individual) to each member to present
information. to the group.
—AP student • Increase your likelihood of following through by making commit-
ments to others.

How to Plan Your Time ❮ 11
Who?
• Keep the group small. Study groups tend to work best when there are relatively few
participants, usually somewhere between two and five people. Groups that are too large
are less efficient and more easily distracted.
• Consider the composition of the group. Close friends do not necessarily make the best
study partners. All members should be committed to the success of the group. Think
about students who are interested in the material, are willing to ask questions, and are
prepared and well organized for class.
• Consider, too, how much flexibility members have in their schedules. Students with
many commitments may have trouble accommodating the study group sessions.
Where?
• Select locations with minimal distractions, where conditions allow for discussions.
• Provide seating that is comfortable, preferably with a table for notes and books.
• Some libraries have specific rooms for this purpose.
• Turn off your cell phones.
• Remember that this is a working group, not a potluck. By all means, bring something to
drink or eat if you need to; just don’t make socializing the focus of the group.
When?
• Plan for sessions to last two to three hours. Any longer and students will lose focus and
be more likely to become distracted. Much shorter, and it will be difficult to cover mate-
rial with any degree of depth.
• If possible, try to plan study sessions for the same day and time. A regular schedule will
help the group remember to meet and make it seem more of a commitment, like a class.
It also gives members time to prepare in advance.
How?
Commitment
and discipline in • For maximum efficiency, have a defined goal or purpose for each session, and ensure
studying are the that it is clearly communicated to each member in advance. Assign each member specific
most important tasks or responsibilities before meeting. These could include chapters, eras, or historical
factors in preparing
themes. By doing so, you increase the participation of all members.
well for the test.
—AP student • Consider assigning a member to be the facilitator, responsible for managing the time and
keeping members focused.

STEP 2
Determine Your
Test Readiness
chapter 3 Take a Diagnostic Exam

CHAPTER
3
Take a Diagnostic Exam
IN THIS CHAPTER
Summary: In the following pages, you will find a diagnostic exam that is mod-
eled after the actual AP exam. It is intended to give you an idea of your level
of preparation in world history. After you have completed both the multiple-
choice and the essay questions, check your multiple-choice answers against
the given answers and read over the comments to the possible solutions to
the free-response questions.
Adjusted rubrics for the DBQ and long-essay question are available on
the AP Central website.
Key Ideas
KEY IDEA ✪ Practice the kind of multiple-choice and free-response questions you will
be asked on the real exam.
✪ Answer questions that approximate the coverage of periods and themes
on the real exam.
✪ Check your work against the given answers and the possible solutions to
the free-response questions.
✪ Determine your areas of strength and weakness.
✪ Earmark the concepts to which you must give special attention.
❮ 15

Take a Diagnostic Exam ❮ 17
AP World History: Modern

Diagnostic Test
ANSWER SHEET
1 A B C D 16 A B C D 31 A B C D 46 A B C D
11 A B C D 26 A B C D 41 A B C D
12 A B C D 27 A B C D 42 A B C D
13 A B C D 28 A B C D 43 A B C D
14 A B C D 29 A B C D 44 A B C D
15 A B C D 30 A B C D 45 A B C D

AP World History: Modern

Diagnostic Test
Section I
Time: 1 hour, 35 minutes
PART A: MULTIPLE-CHOICE QUESTIONS
Recommended Time for Part A—55 Minutes
Directions: Each of the incomplete statements or questions is followed by four answer choices. Select the
answer choice that best answers the question and fill in the corresponding oval on the answer sheet provided.
Questions 1 to 3 refer to the following image, a frieze of a Buddhist couple around a stupa with Corinthian
columns on either side, India, c. first century CE.
1. What historical process is best illustrated by 3. The adoption of conquered people’s ideas, insti-
this frieze? tutions, and traditions by ruling groups is best
characterized by which of the following rulers?
(A) The diffusion of cultural ideas and patterns
through military conquest (A) Mohandas Gandhi
(B) The significance of trade in the weakening (B) Caesar Augustus
of class systems (C) Alexander the Great
(C) The use of monumental architecture to (D) Chinggis Khan
strengthen political support
(D) The spread of religion as a result of trade
2. The combination of Greek culture and Eastern
political forms shown in this frieze is illustrative
of which of the following periods?
(A) Punic
(B) Justinian
(C) Constantinian
(D) Hellenistic

20 ❯ STEP 2. Determine Your Test Readiness
Questions 4 to 7 refer to the following passage.

At the peak of their power, the domains of the Mongol khans, or rulers, made up a vast realm in which once-hostile
peoples lived together in peace and virtually all religions were tolerated. . . . The law code first promulgated by
Chinggis Khan ordered human interaction. The result was an important new stage in international contact. From
eastern Europe to southern China, merchants and travelers could move across the well-policed Mongol domains
without fear for their lives or property. The great swath of Mongol territory that covered or connected most of
Europe, Asia, and the Middle East served as a bridge between the civilizations of the Eastern Hemisphere. The cara-
vans and embassies that crossed the Mongol lands transmitted new food, inventions, and ideas from one civilized
pool to others and from civilized pools to the nomadic peoples who served as intermediaries. Secure trade routes
made for prosperous merchants and wealthy, cosmopolitan cities. They also facilitated the spread of foods [and]
inventions . . . a major force for economic and social development and the enhancement of civilized life.
—Robert Guisepi, 1992
4. The legacies or adaptations of legacies from the 7. Which statement most accurately compares the
Mongol empire are varied. Most notably, they Mongol (post-classical) empire with the Persian
include which of the following selections? (classical) empire?
(A) Public libraries (A) Both the Mongols and the Persians
(B) Universal health care allowed conquered peoples to maintain
(C) The game of chess their local traditions and cultures.
(D) Religious tolerance (B) The Mongols invested in building large-
scale monuments, whereas the Persians
5. The Mongol empire used which of the following
focused on public works.
to integrate its vast, geographically diverse area?
(C) Both the Persians and the Mongols
(A) Emphasis on trade networks improved the social, economic, and legal
(B) Expansion of bureaucracy to reinforce status of women.
dominance (D) The Mongols created a new syncretic belief
(C) The use of state-sponsored religion to system, but the Persians maintained a tra-
legitimize the government ditional monotheistic religion.
(D) Expansion of an interregional canal system
6. Which of the following was a long-term con-
sequence of the Mongol conquest of Russia in
the 1200s?
(A) Russia was excluded from Western European
developments (like the Renaissance).
(B) Russia benefited by becoming the adminis-
trative center of Mongol political activity.
(C) Islam became the dominant religion of
Russia.
(D) Russia developed a centralized bureaucracy.

The following is excerpted and adapted from an account by Hulderike Schnirdel, a native of Antwerp, who joined
Spaniard Pedro de Mendoza’s expedition to South America in 1535. He was present at the founding of Asunción,
Paraguay, in 1537, recounted here.
The Citie [Lampere]… had Pits…in the middest whereof pikes were stuck…that we Christians pursuing
them…might fall into them. When our Generall John Eyollas, gathering all his Souldiers together, who were not
above three hundred, went against their Citie Lampere, they understanding before of our coming, making a stand…
with their armie of foure thousand men, furnished with Bowe and Arrowes after their manner, commanded that we
should be told, that they would provide us victual and other necessaries, that…we might peaceably return to our
companions. But it was neither good for our Generall, nor our selves, that we should consent to their request: For
this Nation and Countrie, by reason of the plenty of victual, was also most…commodious for us, especially when
in foure whole yeares past, we had not seen a morsell of bread, lively onely with fish and flesh and oftentimes in
also great penurie…..[We] commanded to signifie unto them that they should be quiet, and we would become their
friends. But they would not….wee discharged our brasse Peeces against them. When they heard and saw so many
men fell downe dead, and when neither bullets not Arrowes appeared, but holes onely were seen in their bodies,
they…tooke their flight in troopes…to shelter themselves in their Towne….[M]ore that three hundred men, in
that amassed feare, fell into the aforesaid pits, which themselves had digged. Afterward comming to their Citie, we
assaulted it, they courageously defending themselves, till the third day.
8. Based on the passage, what was the primary 10. Based on the passage, what can one infer
motivation for the Europeans to conquer the regarding the Native Americans?
city of Lampere?
(A) They were extremely aggressive and
(A) To spread Christianity among the indig- warlike.
enous peoples (B) They had defensive military preparations.
(B) To increase the power of the Spanish (C) They were cowardly and weak.
crown (D) They were poor and malnourished.
(C) To gain access to their food and other
11. Based on your knowledge of history, to which
resources
social class would a child of Generall Eyolas
(D) To gain local allies to assist in further
and one of the Native American women likely
conquests
belong?
9. Which of the following statements is supported
(A) Mestizos
by the passage?
(B) Peninsulares
(A) Native American vulnerability to disease (C) Mulattoes
was the key factor in Spanish conquests in (D) Creoles (Criollos)
the Americas.
(B) Native Americans lacked sufficient num-
bers to defeat the Spanish conquistadors.
(C) Native Americans were reluctant to hurt
the invaders, as they believed the Spanish
were gods.
(D) The key factor in Spanish conquests in the
Americas was superior weaponry.

Questions 12 to 14 refer to the following graph.

Estimated Native American Population
of Mexico, 1518–1593
(C) Importation of new diseases from contact
25 with Europeans
22.5 (D) The introduction of slavery into Mexico
20
Population (in millions)
17.5 13. In the sixteenth century, Europeans were

15 able to conquer and control large numbers of
12.5 natives in Mexico using which of the following
10 methods?
7.5
5 (A) Enslaving them
2.5 (B) Placing them on reservations
0 (C) Legalizing intermarriage
1518 1533 1548 1563 1578 1593
Years
(D) Using superior technologies
14. Both the encomienda system in colonial
12. Which best accounts for the change in the Mexico and the manorial system in medieval
Native American population shown in the Europe depended on which of the following
graph? ingredients?
(A) Widespread warfare among the Aztecs and (A) Support from the Catholic Church
neighboring tribes (B) Coercive labor
(B) Famine due to poor agricultural practices (C) An educated merchant class
such as slash-and-burn agriculture (D) A decentralized government

“Purusa-Sukta”
Purusa is the lord of the immortals, who grow by means of [ritual] food. When the gods performed a sacrifice with
the offering Purusa, spring was its clarified butter, summer the kindling, autumn the oblation.
It was Purusa, born in the beginning, which they sprinkled on the sacred grass as a sacrifice. It made the beasts of the
air, the forest and the village. From that sacrifice completely offered, the mantras [Rig-Veda] and the songs [Samaveda]
were born. The sacrificial formulae [Yajurveda] were born from it. From it the horses were born and all that have cut-
ting teeth in both jaws. The cows were born from it, also. From it were born goats and sheep.
When they divided Purusa, how many ways did they apportion him? What was his mouth? What were his arms?
What were his thighs, his feet declared to be? His mouth was the Brahman, his arms were the Rajanaya [Ksatriya],
his thighs the Vaisya; from his feet the Sudra was born. Thus, they fashioned the worlds. The gods sacrificed with the
sacrifice to the sacrifice. These were the first rites.
—Hymns excerpted and adapted from the Rig-Veda,

oldest surviving literary work, India, 1500–1000 BCE
15. Which element of the Hindu religion can this 16. Which of the following statements is supported
passage be used to explain? by the information in the passage?
(A) The only requirement for salvation being (A) The caste system was a purely social con-
faith struct that reflected its time period.
(B) The importance of environmental (B) The caste system was encouraged by
stewardship regional princes to reinforce social stability.
(C) The importance of sacrifice to the gods (C) The caste system reinforced Indian identity
(D) The emphasis on karma, or right actions, in the face of Muslim invaders.
to achieve enlightenment (D) The caste system was integral to the Hindu
religion, transcending historical eras.

17. Which of the following would best contradict

the argument that the caste system imposed
rigid economic and social roles on Indian soci-
ety in the period 600 BCE to 600 CE?
(A) “For there is nothing better for a Kshatriya
than a righteous battle.”
(B) “The four divisions of human society are
created by me [Krishna].”
(C) The person traditionally credited with
composing the Mahabarata was born to a
fisherwoman.
(D) The Hindu god Shiva is considered to be
simultaneously the creator, the preserver,
and the destroyer.
I have, in conformity without resolve, put together some few points concerning the reformation of the Christian
estate, with the intent of placing the same before the Christian nobility of the German nation. . . . It is not out of
mere arrogance and perversity that I, an individual poor man, have taken upon me to address your lordships. The
distress and misery that oppress all the Christian estates, more especially in Germany, have led not only myself, but
every one else, to cry aloud and to ask for help. . . . These Romanists have, with great adroitness, drawn three walls
around themselves, with which they have hitherto protected themselves, so that no one could reform them, whereby
all Christendom has fallen terribly. . . . That the Temporal Power Has no Jurisdiction over the Spirituality . . .
That No One May Interpret the Scriptures but the Pope . . . That No One May Call a Council but the Pope. . . .
Let us now consider the matters which should be treated in the councils, and with which popes, cardinals, bishops,
and all learned men should occupy themselves day and night. . . . It is a distressing and terrible thing to see that
the head of Christendom, who boasts of being the vicar of Christ and the successor of St. Peter, lives in a worldly
pomp that no king or emperor can equal. What is the use in Christendom of the people called “cardinals”? I will
tell you. In Italy and Germany there are many rich convents, endowments, fiefs, and benefices, and as the best way
of getting these into the hands of Rome, they created cardinals, and gave them the sees, convents, and prelacies,
and thus destroyed the service of God.
—Martin Luther, Address to the Christian Nobility of the German Nation
18. In his letter, Martin Luther avoided speaking 20. In response to the criticisms raised by Martin
about which of the following topics? Luther and other Protestant reformers, the
Roman Catholic Church made which of the
(A) The wealth of the Church
following moves at the Council of Trent?
(B) The power of the clergy
(C) The sale of indulgences (A) It accepted the doctrine of predestination.
(D) The political nature of the Church (B) It rejected saints as intermediaries.
(C) It accepted scriptures in the vernacular.
19. Which of the following reformers expressed
(D) It rejected salvation based on faith alone.
views similar to those expressed by Martin
Luther in his letter?
(A) Ulrich Zwingli
(B) Sir Thomas More
(C) Erasmus
(D) John Wycliffe

Questions 21 to 23 refer to the following map, depicting the “Scramble for Africa” that was codified at
the Berlin Conference of 1884–1885.
Madeira Is.
Madelra Is.
Tunisia
English Miles
(Port)
cc
o Algeria 0 500 1000
Canary
CamaruIs.Is. o ro
(Sp.) M Tripoli
Egypt
Riode
Ropde
Oro
Anglo
French West Africa
Gambia Egyptian d
illaannd
Port S
S o
o maalli
m
Sudan Fr.
Guinea
Nigeria
on
Cogo
Gold
Sierra Abyssinia
ero
Coast
Leone
Cam
Femandopo
(Sp.)
(Sp.) British
Spanish Guinea Belgian East
British Africa
British
Egypt
Egypt and
and Cabinda Congo German
The Ango-Egyptian
Anglo-EgyptianSudan
Sudan East
French
French Africa
German Angola
German
??
Portuguese
Portugese
ar
asc
Italian German
Portugese
dag
South
Spanish Walfish Bay West
Spanish
Ma
(Br.)
(Br.) Africa
Belgian Congo
Belgian Congo
Turkish
Turkish
Independent
Independent
21. The political boundaries shown on the map 23. Which of the following is a direct legacy of the
of Africa reflect which of the following white African colonial experience?
European beliefs?
(A) A lack of economic infrastructures
(A) Self-determination (B) A pan-African movement
(B) Manifest Destiny (C) A resurgence of mercantilism
(C) Spheres of influence (D) Incorporation into world market systems
(D) Racial hierarchies
22. What has changed since this map was drawn?
(A) Political borders have reverted to their tra-
ditional ethnic boundaries.
(B) Western economic interests have with-
drawn from African affairs.
(C) African nations have successfully adopted
stable democratic governments.
(D) African states have gained independence,
but arbitrary colonial borders have per-
sisted, resulting in ethnic violence.


There is a most stately mosque to be seen, whose walls are made of stone and lime, and a princely palace also con-
structed by the highly skilled craftsmen of Granada. The inhabitants, and especially resident aliens, are exceedingly
rich, since the present king married both of his daughters to rich merchants. . . . This region yields great quantities
of grain, cattle, milk, and butter, but salt is very scarce here, for it is brought here by land from Tegaza, which is
five hundred miles away. When I was there, I saw one camel-load of salt sold for eighty ducats.
When he [the king] travels anywhere, he rides upon a camel, which is led by some of his noblemen. . . . and
all his soldiers ride upon horses. They often skirmish with those who refuse to pay tribute and whomever they
capture they sell to the merchants of Timbuktu. Here very few horses are bred. . . . Their best horses are brought
out of North Africa. As soon as the king learns that any merchants have come to the town with horses, he com-
mands that a certain number be brought before him. Choosing the best horse for himself, he pays a most liberal
price for it. . . .
Here are great numbers of religious teachers, judges, scholars and other learned persons, who are maintained at
the king’s expense. Here too are brought various manuscripts or written books from Barbary, which are sold for
more money than any other merchandise.
—description of Timbuktu, excerpted from History and

Description of Africa, by Leo Africanus c.1500
24. What is the most likely reason the king 26. Which of the following transportation innova-
maintains scholars, teachers, and judges in his tions was most responsible for the increase in
city? trade between Timbuktu and the Barbary region
(North Africa)?
(A) To encourage young people to work as
government bureaucrats (A) Camel saddle
(B) As personal tutors to the king to increase (B) Caravel
his own learning (C) Astrolabe
(C) To promote his city as an intellectual (D) Fluyt
center, attracting more people
27. What is the mostly likely religion of the king
(D) To locate and punish religious heretics
and elites in Timbuktu?
25. Based on the passage, what is one way the king
(A) Christianity
may have financed the consolidation of his
(B) Animism
power and his territorial expansion?
(C) Islam
(A) By mining and selling salt to European (D) Judaism
merchants
(B) By demanding tribute from nearby vassal
states
(C) By selling his daughters to rich merchants
(D) By securing the best horses and reselling
them

Questions 28 to 32 refer to the following map.

(later) English & Dutch attempts
Map of the World to find a North-east
Passage
to Show the
LA
GREENLAND
AV
ICELAND
N
DI
Chief Voyages
AN
Northmen
SC
(before 1000)
Lab
of Exploration Ca
rad
b ot 1
497
or
(to 1522) Ca b ot 1
498
VINLAND Azores JAPAN
1494
(Zipangu)
t ) C H I N A
P A C I F I C es
W dies bus (1 Canaries
Col u m )
MEXICO in ( 2 ) (4 es
b us u s pin
Colu molu m bC. Verde Portuguese INDIA ilip
Ladrones ma C Ph Ladrones
na 1445
Pa Columb s ( 32 a icut s
ca
)
u mm Cal luc
O C E A N Re Ga 8 Mo
. da 149
V
tu Gam
V.
The Popes Line
rn
da
D
Diiaass 1487 ped
Ma ma 1
Ma Java
gel 497
ge
llan
lan
9
51
132 West of this
ex
0
-1
line to Spain n ed
lla exp
an
ge
gell
Ma
Dias R e t u r n Ma
ope 1487
dH
East of this Go o
line to Portugal C . of
f
St. o an
Columbus (outward) voyages–1492, 1493, 1498,
Mag
ell 1502–are numbered 1 to 4.
Coasts visited by European navigators up to 1522
(the year of the return of Magellan’s expedition)
28. According to the map, the earliest Atlantic 31. Which part of the world had previously been
exploration voyages originated in omitted from transregional trade networks?
(A) Spain. (A) Southeast Asia
(B) Portugal. (B) Africa
(C) Greenland. (C) Europe
(D) Scandinavia. (D) The Americas
29. Which historical facts can be explained by the 32. Which historical phenomenon resulted from
information on this map? the events depicted on the map?
(A) Eventually, the Dutch controlled the spice (A) Mercantilism
trade. (B) Nationalism
(B) Brazilians today speak Portuguese. (C) Industrialism
(C) Canada is divided into English- and (D) Communism
French-speaking groups.
(D) There is a strong Scandinavian community
in North America.
30. Zheng He engaged in oceanic exploration for
China as early as 1405, well before the Europeans,
yet 1450 is frequently used to mark the beginning
of this era. Which statement best explains using
the later date?
(A) Zheng He failed to contact other cultures,
so he is widely viewed as a failure.
(B) European influence is the most significant,
so beginning with the European voyages
makes sense.
(C) China abandoned exploration early, limit-
ing Chinese impact on a global scale.
(D) The era is characterized by colonization,
and the islands off the East African coast
were colonized in 1450.

Questions 33 to 36 refer to the following passages. Both authors were speaking of the French Revolution.
It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was
the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was
the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were
all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present
period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative
degree of comparison only.
There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king
with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal
. . . that things in general were settled for ever.
—A Tale of Two Cities, by Charles Dickens
Bliss was it in that dawn to be alive. But to be young was very heaven.
—The Prelude, by William Wordsworth
33. Dickens’s and Wordsworth’s differing views 35. Most revolutions produce a strong leading
about the French Revolution can be described, figure; the French Revolution allowed which of
respectively, by which of the following the following to assume great power?
adjectives?
(A) King Louis XVI
(A) Optimistic, encouraged (B) Robespierre
(B) Understanding, accepting (C) Jean Lafitte
(C) Cynical, enthusiastic (D) Lafayette
(D) Sincere, resigned
36. The intellectual foundations of the eighteenth-
34. One similarity between the French Revolution century political revolutions were based on
and the American Revolution is that both were
(A) the Reformation.
responses to which of the following?
(B) mercantilism.
(A) Transformation of the social class structure (C) the Enlightenment.
(B) Unfair systems of taxation (D) the Reconquista.
(C) New proposed political structures
(D) The privileges and influence of religious
leaders

Questions 37 to 39 refer to the following political cartoon showing Woodrow Wilson, published in 1919.
Blowing Bubbles
37. What does the cartoonist intend to suggest in 39. Those who argue that the roots of World War II
the political cartoon? are found in the Treaty of Versailles, which cre-
ated the League of Nations, point to which of
(A) Woodrow Wilson was responsible for the
the following?
failure of the League of Nations.
(B) The forces of conflict were too strong for (A) The rejection of the League of Nations by
the League of Nations to overcome. the French and the British
(C) The League of Nations was too fragile to (B) Germany’s resentment at having to accept
have lasted long. blame for World War I
(D) Idealism is necessary to improve the world. (C) Italy’s resentment at losing the territory it
had won
38. Though the League of Nations was short-lived
(D) The dissolution of the Austro-Hungarian
(1919–1946), it set the stage for which of the
Empire
following?
(A) NATO
(B) The United Nations
(C) The alliance system
(D) The Marshall Plan

Questions 40 to 43 refer to the following passage, an account given to a French officer in Algeria in the
1830s by a member of an Arab slave trade caravan.
The Slave Trade
All of you [soldiers], are summoned . . . to hunt the idolatrous Koholanes [a pejorative word for “black Africans”]. . . .
The soldiery divided themselves into two companies . . . with orders to attack places without defenses and to carry off
the inhabitants as well as seizing all peasants busy cultivating their fields. . . . Whilst waiting for the return of the com-
panies despatched to hunt Negroes, we went every day to the slave market where we bought at the following prices:
A Negro with beard………………10 or 15,000 cowries.
They are not considered as merchandise since one has little chance of preventing them from escaping.
An adult Negress………………..10 or 15,000 cowries for the same reasons

An adolescent Negro………………….30,000 cowries
A young Negress ……………………50–60,000 cowries
The price varies according to whether she is more or less beautiful.
A male Negro child……………………..45,000 cowries

A female Negro child ……………………….35–40,000 cowries
Finally, our caravan which had set out from Algeria with sixty-four camels and only sixteen persons, was now
augmented by four hundred slaves, of whom three hundred were women. . . . It was at this point that suddenly a
confused noise of cries and sobs passed from one group of slaves to another and reached our own. . . . Some rolled
on the ground, clung to bushes and absolutely refused to walk. . . . They could only be got up with mighty lashes
of the whip and by rendering them completely bloody.
40. Which conclusion is supported by the passage? (C) “Four hundred slaves, of whom three hun-
dred were women”
(A) Africans passively accepted their capture
(D) “All of you [soldiers], are summoned . . .
and subsequent enslavement.
to hunt the idolatrous Koholanes”
(B) North Africans were primarily captured
and enslaved by rival African tribes. 43. How was the Arab trade in Africans different
(C) Population changes from slavery resulted from the Atlantic slave trade?
in North African tribes having more men
(A) Unlike Arab slave merchants, those
than women.
involved in the Atlantic slave trade were
(D) Adult male slaves were most highly valued
motivated by religion.
due to their physical strength.
(B) Slaves taken for the Atlantic slave trade
41. What is the most likely destination for the cap- had no prospect of eventual liberty, but
tured slaves in the excerpt? slaves taken by Arab merchants did.
(C) Slaves taken for the Atlantic trade were
(A) Elites’ homes or harems in the Middle East
predominantly female; slaves taken by
(B) Sugar plantations in Brazil
Arab merchants were mostly male.
(C) Cotton plantations in North America
(D) Slaves taken by Arab merchants were likely
(D) Slave armies of the Mughal Empire
to have a shorter life span than those taken
42. Which statement best supports the argument that for the Atlantic trade.
religion played a role in the Arab slave trade?
(A) “Seizing all peasants busy cultivating their
fields”
(B) “With orders to attack places without
defenses”

Questions 44 to 47 refer to the following maps.

The Middle East Before and After World War I Settlements, 1914–1922
1914 BLACK SEA RUSSIA 1922 BLACK SEA RUSSIA
CAS
CAS
Constantinople Constantinople
PIAN SE
PIAN SEA
GREECE O T GREECE TURKEY
T O 1925
M A
A
N
E TERR. OF
M ALAWITES
CYPRUS P ALAWITES
IR CYPRUS SYRIA
MEDI (Br.) MED (Br.)
TERRA E Baghdad ITERR Baghdad
NEAN SEA ANEAN SEA LEBANON Damascus
Damascus PERSIA PALESTINE IRAQ PERSIA
Jerusalem Jerusalem
Alexandria Alexandria
Cairo Cairo TRANS. JORDAN
KUWAIT KUWAIT (under Br. protection)
(under Br. protection)
EGYPT EGYPT
Pe
ARABIA Pe Nautral an
rs i
(British) rs 1922 HEJAZ zones Gulf
BAHRAIN Gu ian NEJO
lf 1916 BAHRAIN QATAR
(Br.) 1916
QATAR (Br.)
(under Br. protection) TRUCIAL TRUCIAL
OMAN
ANGLO-EGYPTIAN STATES OMAN Mecca STATES (under British
Mecca
RED
(under Br. protection)

SUDAN protection)
RED
condominium British ASIR
SEA
SEA
1917
ERITREA
Omdurman YEMEN
(Italian) HADRAMAUT French HADHRAMAJT
Khartoum 1919
(Br.) (Br.)
0 500 Miles ADEN ARABIAN ADEN ARABIAN
(Br.) Dates of (Br.)
SEA 1916 SEA
500 Kilometers ETHIOPIA independence ETHIOPIA
0
44. The second map shows which of the following? 46. Which best explains why Great Britain, rather
than another country, received control over the
(A) The encomienda system of colonial
territory in Palestine?
influence
(B) The League of Nations’ mandate system (A) The Balfour Declaration
(C) Territorial changes from the Berlin (B) The Zimmerman Telegram
Conference (C) The Berlin Conference
(D) Cold War influence in the Middle East (D) The Non-Aligned Movement
45. Which twentieth-century principle of govern- 47. What was the impact of the events reflected in
ment is violated in these maps? these maps?
(A) Colonialism (A) The Ottoman Empire retaliated.
(B) Self-determination (B) Italy resented not receiving any territories
(C) Containment through this system.
(D) Mercantilism (C) Australia eventually achieved
independence.
(D) Kuwait became part of Iraq.

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die an einer überlieferten Religionsausübung festhalten, der selbst
unser nüchterner Verstand nur schwer die Berechtigung absprechen
kann. Bevor es Mittag war, erreichten wir die Karawanserei, die
halbwegs nach Jericho und zwar an der Stelle liegt, wo der Legende
nach der barmherzige Samariter den unter die Mörder Gefallenen
fand. Ich ging hinein, um geschützt vor dem kalten Wind zu
frühstücken. Drei deutsche Handlungsreisende schrieben
Ansichtspostkarten im Gastzimmer und handelten mit dem Wirt um
imitierte Beduinenmesser. Ich saß und horchte auf ihr Geschwätz —
es waren die letzten Worte, die ich auf Wochen hinaus in einer
europäischen Sprache hören sollte, aber ich fand keine Ursache, der
Zivilisation nachzutrauern, die ich hinter mir ließ. Ostwärts von der
Karawanserei senkt sich der Weg und kreuzt ein trocknes Flußbett,
das mancher Greueltat zum Schauplatz gedient hat. An den Ufern
verborgen, pflegten die Beduinen den vorüberziehenden Pilgern
aufzulauern, sie auszuplündern und zu morden. Denn noch vor 15
Jahren war die Straße ebenso wenig vom Auge des Gesetzes
behütet, wie jetzt das Ostjordanland; im letzten Jahrzehnt hat sich
die öffentliche Sicherheit ein paar Meilen weiter ostwärts
ausgedehnt. Endlich erreichten wir den Gipfel des letzten Hügels
und blickten in das Tal des Jordans, auf das Tote Meer und die
verschleierten moabitischen Berge im Hintergrund — die Grenze der
Wüste. Zu unsern Füßen Jericho, ein unromantischer Haufen
baufälliger Gasthäuser und Hütten, in denen die einzigen Araber
hausen, die der Tourist zu Gesicht bekommt, ein Mischgesindel von
Beduinen und Negersklaven. Ich ließ mein Pferd bei den
Maultiertreibern oben am Hang, — »Der Herr schenke Ihnen
Gedeihen!« — »Gelobt sei Gott!« — »Wenn es Eurer Exzellenz gut
geht, sind wir zufrieden!« — und lief bergab in das Dorf. Aber
Jericho genügte mir nicht für diesen herrlichen ersten Reisetag; ich
sehnte mich danach, Touristen, Hotels und Ansichtspostkarten hinter
mir zu lassen. Zwei weitere Stunden würden uns an das Jordanufer
bringen, und dort, an der hölzernen Brücke, die West und Ost
verbindet, konnten wir an einem geschützten Platz zwischen den
Erdhügeln, im Dickicht von Rohr und Tamarisken unsre Zelte
aufschlagen. Ein kurzer Halt, um Futter für die Pferde und Maultiere
zu kaufen, und weiter ging es über den schmalen Streifen Ackerland,
der Jericho umgibt, dem Ghor, dem Tale des Jordan, zu.
Kloster Kurutul oberhalb Jerichos.
Ist die Straße nach Jericho schon öde genug, so bietet das
Jordantal einen Anblick fast unheimlicher Unwirtlichkeit. Hätten die
Propheten des Alten Testamentes ihren Fluch über diese Gegend
geschleudert, ebenso wie sie es über Babylon oder Tyrus taten, es
könnte keinen besseren Beweis für die Wahrheit ihrer
Prophezeiungen geben; aber sie schwiegen, und unsre
Einbildungskraft muß auf die Flammen von Sodom und Gomorrha
zurückgreifen, auf jenes legendenhafte Strafgericht, das in unsrer
eignen Kindheit ebenso spukte, wie es in den Kindheitstagen der
semitischen Rasse gespukt hat. Eine schwere, schwüle Atmosphäre
lastete über diesem tiefstgelegenen Teile der Erdoberfläche; über
unsern Häuptern, oben auf den Gipfeln der Hügel, wo der Mensch
die freie Gottesluft atmet, raste der Wind dahin, im Tale aber war
alles leb- und bewegungslos wie in der Tiefe des Meeres. Wir
bahnten uns einen Weg durch das niedrige Buschwerk des dornigen
Sidrbaumes, des Christusdornes, aus dessen Zweigen angeblich
Christi Dornenkrone geflochten war. Man kennt zwei Arten des
Christusdorns, die Araber nennen sie Zakūm und Dōm. Aus dem
Zakūm ziehen sie ein medizinisches Öl, der Dōm aber trägt kleine,
dem Holzapfel ähnelnde Früchte, die zur Zeit der Reife eine
rötlichbraune, einladende Farbe aufweisen. Sie sind das wahre
Abbild des Toten Meeres, verlockend anzusehen, auf den Lippen
aber eine sandige Bitterkeit zurücklassend. Das Sidrgestrüpp lichtete
sich und blieb hinter uns; wir befanden uns auf einer trocknen
Schlammdecke, die nichts Grünes trägt. Sie ist von gelber Farbe und
hier und da mit grauweißem, giftigem Salze bestreut, dessen
Lebensfeindlichkeit sich dem Auge ganz unbewußt von selbst
aufdrängt. Während wir so dahinritten, überfiel uns plötzlich ein
schwerer Regenschauer. Die Maultiertreiber schauten besorgt drein,
selbst Michaïls Gesicht zog sich lang: lagen doch vor uns die
Schlammhänge von Genesis, die Pferd und Maultier nur bei
vollständiger Trockenheit überschreiten können. Der Regen währte
zwar nur sehr wenige Minuten, genügte aber, um den harten
Schlamm in der Ebene in eine butterähnliche Masse zu verwandeln.
Die Pferde versanken darin bis zu den Fesseln, und mein Hund Kurt
winselte, als er seine Pfoten aus dem gelben Leime zog. So kamen
wir an die Schlammhänge, die größte Seltsamkeit dieses
unwirtlichen Landes. Eine Viertelmeile westwärts vom Jordan — auf
dem Ostufer des Stromes ist dieser Streifen viel schmäler —
verwandelte sich die platte Ebene plötzlich in eine Kette steiler,
durch tiefe Einschnitte getrennter Schlammbänke. Sie sind nicht
hoch, höchstens 30 bis 40 Fuß, aber die Gipfel sind so spitz, die
Seiten so steil abfallend, daß der Reisende sich seinen Weg über
und um dieselben mit der größten Sorgfalt bahnen muß. Der Regen
hatte die Abhänge glatt wie Glas gemacht; selbst für den Fußgänger
war es fast unmöglich, sich aufrecht zu halten. Mein Pferd stürzte,
als ich es darüber führte, da wir uns aber glücklicherweise auf einem
kleinen Grat befanden, gelang es dem Tiere, sich durch die
erstaunlichsten gymnastischen Anstrengungen wieder
emporzuarbeiten. Ich schickte ein Stoßgebet zum Himmel, als meine
kleine Karawane aus dem Bereich der Schlammhänge war; bei
anhaltendem Regen wären wir möglicherweise zu stundenlangem
Warten verurteilt worden, denn wenn der Reiter in eine der
schlammigen Vertiefungen stürzt, muß er darin warten, bis der
Boden wieder trocken ist.
Zug durch das Ghor.
Am Flußufer war Leben. Der Boden war mit jungem Gras und
gelben Gänseblümchen bedeckt, das rostfarbene Gezweig der
Tamarisken zeigte die ersten Spuren des Frühlings. Ich sprengte auf
die große Brücke mit dem Balkendach und den Seiten aus
Gitterwerk zu — auf dieses Tor zur Wüste, das dem Reisenden
einen tiefen Eindruck hinterläßt. Da lag der freie, mit kurzem Gras
bewachsene, von den Schlammbänken begrenzte große Platz, den
ich so gut in der Erinnerung hatte, und — dem Himmel sei Dank —
er war leer. Wir hatten Ursache zur Besorgnis in dieser Hinsicht
gehabt. Die türkische Regierung zog in dieser Zeit alle verfügbaren
Truppen zusammen, um den Aufstand in Jemen zu unterdrücken.
Die Regimenter des südlichen Syriens zogen über die Brücke nach
'Ammān, von wo sie mit der Bahn auf der Mekkalinie bis zu der
damaligen Endstation Ma'ān, in der Nahe von Petra, befördert
wurden. Von Ma'ān aus führte sie ein schrecklicher Marsch durch
eine Sandwüste an die Spitze des Golfes von 'Akaba. Viel hundert
Mann, viel tausend Kamele kamen um, ehe das Ziel erreicht war,
denn auf dem ganzen Wege gibt es (so sagen die Araber) nur drei
Brunnen, von denen der eine ungefähr zwei Meilen abseits der
Heerstraße liegt und allen denen unauffindbar ist, die nicht mit dem
Lande vertraut sind.
Jordanbrücke.
Wir errichteten unsere Zelte, pflöckten die Pferde an und

entzündeten ein mächtiges Feuer aus Weiden- und Tamariskenholz.
Es war eine ruhige, trübe Nacht, auf den Bergen regnete es, — bei
uns nicht. Die jährliche Regenmenge beläuft sich auf nur wenige Zoll
im Jordantal. Wir waren nicht allein. Die türkische Regierung erhebt
nämlich von allen Brückenpassanten einen kleinen Zoll und hat zu
diesem Zweck einen Wächter dort stationiert. Er wohnt in einer
Lattenhütte neben dem Brückentor, und zwei oder drei zerlumpte
Araber aus el Ghor teilen seine Einsamkeit. Einer derselben, ein
grauhaariger Neger, sammelte Feuerholz für uns und durfte zur
Belohnung die Nacht bei uns verbringen. Er war eine vergnügte
Seele, dieser Mabūk. Unbekümmert darum, daß ihn die Natur mit
einer außergewöhnlich häßlichen Mißgestalt bedacht hatte, tanzte er
munter um das Lagerfeuer. Er erzählte gern von den Soldaten, den
armen Burschen, die schon auf ihrer ersten Tagereise zerlumpt, mit
zerfetzten Schuhen, dazu halb verhungert bei der Brücke ankamen.
Am selben Morgen war ein Tābūr (900 Mann) durchgezogen, andere
wurden morgen erwartet — wir hatten sie gerade verfehlt.
»Mascha'llah!« sagte Michaïl, »Euer Exzellenz haben Glück. Erst
entrinnen Sie den Schlammhängen und nun den Redīfs.« — »Gelobt
sei Gott!« murmelte Mabūk, und von dem Tage galt es für besiegelt,
daß ich unter einem glücklichen Stern reiste. Mabūk brachte uns
auch die erste Kunde aus der Wüste. Unaufhörlich sprach er von Ibn
er Raschīd, dem jungen Häuptling der Schammār, dem sein
mächtiger Onkel Mohammed einen so unsicheren Landbesitz in
Zentral-Arabien als Erbe hinterlassen. Zwei Jahre lang hatte ich
nichts von Nedjd gehört — und was machte Ibn Sa'oud, der
Beherrscher von Rīad und Ibn er Raschīds Nebenbuhler? Wie stand
der Krieg zwischen ihnen? Mabūk hatte allerlei gehört, es hieß, Ibn
er Raschīd sei in die Enge getrieben; vielleicht zogen die Redīfs gar
nach Nedjd und nicht nach Jemen, — wer weiß? Hatten wir auch
schon gehört, daß die 'Ajārmeh einen Scheich der Suchūr ermordet
hatten, gerade als der Stamm aus dem östlichen Weideland
zurückkehrte? So lief das übliche Gespräch; die Themen der Wüste
— blutige Fehde und Kameldiebstahl — alle wurden sie erörtert, ich
hätte vor Freude weinen mögen, als ich ihnen wieder lauschte. Ein
wahres Babel von arabischen Dialekten herrschte an diesem Abend
um mein Feuer: Michaïl sprach das gewöhnlich klingende, jeder
Vornehmheit entbehrende Jerusalemisch, Habīb drückte sich,
außerordentlich schnellsprechend, im Dialekt des Libanon aus, und
Mohammed hatte den langgezogenen, monoton beirutischen Akzent,
während die Lippen des Negers ein der schönen, kraftvollen
Beduinensprache ähnelndes Idiom formulierten. Selbst den Männern
fiel die Verschiedenartigkeit der Dialekte auf, und sie wandten sich
an mich mit der Frage, welches der richtige sei. Ich konnte nur
erwidern: »Das weiß Gott allein, denn er ist allwissend!« eine
Antwort, die mit Lachen aufgenommen wurde, obgleich ich gestehen
muß, daß ich sie nur zaghaft äußerte.
Kloster Mar Saba in der Wüste von Judäa.
Grau und windstill brach der Morgen herein. Vom Augenblick

meines Erwachens an bis zum Aufbruch waren 1½ Stunden für
Vorbereitungen festgesetzt; manchmal kamen wir zehn Minuten
früher fort, manchmal leider auch später. Die Wartezeit verplauderte
ich mit dem Brückenwärter, einem Jerusalemer Kind. Er vertraute
meinem mitleidigen Ohr all seine Kümmernisse, die Streiche, die ihm
die Ottomanische Regierung zu spielen pflegte, und die Schwere
des Daseins in den heißen Sommermonaten. Und dann das Gehalt!
ein reines Nichts! Sein Einkommen war jedoch größer, als er
einzugestehen beliebte, denn ich entdeckte in der Folge, daß er für
jedes meiner sieben Tiere drei statt zwei Piaster gefordert hatte. Es
ist sehr leicht, sich gut mit den Orientalen zu stellen, und wenn sie
ein Entgelt für ihre Freundschaft verlangen, so ist es gewöhnlich
sehr bescheiden. Wir überschritten den Rubikon für drei Piaster pro
Kopf und schlugen den nordwärts nach Salt führenden Weg ein. Der
südliche geht nach Mādeba in Moab, der mittlere aber nach
Heschbān, wo der schurkische Sultan ibn 'Ali id Diāb ul 'Adwān, der
große Scheich aller Belkaaraber, wohnt. Die Ostseite des
Jordantales ist viel fruchtbarer als das Westufer. Liefern doch die
schönen Höhen von Ajlun Wasser genug, um die ganze Ebene in
einen Garten zu verwandeln, aber das kostbare Naß wird nicht
aufgespeichert, und die Araber vom Stamme 'Adwān begnügen sich
damit, ein wenig Korn zu erbauen. Noch war die Zeit des Blühens
nicht gekommen. Ende März aber ist das Ghor ein einziger Teppich
aus den verschiedenartigsten lieblichen Blüten, die alle freilich nur
einen Monat lang die sengende Hitze des Tales ertragen können, ja,
dieser einzige Monat sieht die Pflanzen knospen, blühen und reifen
Samen tragen. Ein armseliger Araber zeigte uns den Weg. Er war
gekommen, um sich den Redīfs zuzugesellen, da ein wohlhabender
Einwohner von Salt ihn gegen ein Entgelt von 50 Lire als
Ersatzmann gedungen hatte. Aber er kam zu spät; als er die Brücke
erreichte, war sein Regiment schon vor zwei Tagen durchmarschiert.
Es tat ihm leid, denn gern wäre er dem Krieg entgegengezogen, —
überdies mußte er auch wahrscheinlich die 50 Lire zurückerstatten
— aber seine Tochter würde sich freuen, denn sie hatte beim
Abschied geweint. Er stand still, um seinen Lederpantoffel aus dem
Schlamm zu ziehen.
»Nächstes Jahr,« sprach er, nachdem er mich wieder eingeholt,
»werde ich, so Gott will, nach Amerika gehen.«
Verwundert betrachtete ich die halbnackte Gestalt, die bloßen
Füße in den zerrissenen Schuhen, den zerlumpten, von den
Schultern gleitenden Rock, den Wüstenturban aus einem Tuch und
Schnüren von Kamelshaar hergestellt.
»Kannst du Englisch?« fragte ich.
»Nein,« erwiderte er gelassen, »aber ich werde dann das
Reisegeld erspart haben. Hier ist bei Gott kein Vorwärtskommen
möglich.«
Ich fragte, was er in den Vereinigten Staaten zu tun gedenke.
»Handeln,« lautete die Antwort, »und wenn ich 200 Lire
zusammen habe, komme ich wieder.«
Dieselbe Geschichte kann man durch ganz Syrien hören.
Hunderte wandern alljährlich aus und finden, wohin sie auch
kommen, mitleidige Landsleute, die ihnen eine helfende Hand
reichen. Sie bieten billige Waren auf den Straßen feil, schlafen unter
Brücken und leben von einer Kost, die kein freier Bürger auch nur
eines Blickes würdigen würde, und kehren, haben sie ihre 200 Lire
erworben, in die Heimat zurück, reiche Leute in den Augen ihres
Dorfes. Im Ostjordanland sind die Auswanderungsgelüste nicht so
groß, aber als ich einst im Gebirge von Haurān einen Drusen nach
dem Weg fragte, gab er mir im reinsten Yankeeenglisch Bescheid.
Ich hielt mein Pferd an, hörte seine Geschichte und fragte
schließlich, ob er wieder nach Amerika wolle. Er wandte sich um
nach den Steinhütten seines Dorfes, das knietief in Schlamm und
schmelzendem Schnee eingebettet lag, »Gibt's nicht!« erwiderte er,
und als ich schon weiterritt, klang noch ein fröhliches »Mein Lebtag
nicht!« hinter mir her.
Die Klagemauer in Jerusalem.
Ein zweistündiger Ritt brachte uns an das Gebirge, das wir durch
ein gewundenes Tal betraten. Mein Freund nannte es Wād el
Hassanīyyeh, nach dem Stamme gleiches Namens. Es war voll
Anemonen, weißem Ginster (rattam nennen ihn die Araber),
Cyclamen, Hyazinthen und wilden Mandelbäumen. Für nutzlose
Pflanzen, mögen sie noch so schön sein, hat der Araber keine
Namen, sie heißen alle haschīsch, Gras, während das kleinste
Gewächs, das von irgend welchem Nutzen ist, in seiner Sprache
bekannt und bezeichnet ist. Der Weg, ein bloßer Saumpfad, stieg
allmählich bergan. Gerade, ehe wir in die Nebelschicht eintraten, die
den Gipfel des Berges einhüllte, sahen wir unter uns, nach Süden
hin, das Tote Meer wie eine riesige Milchglasscheibe unter dem
bleiernen Himmel daliegen. Bei richtigem Gebirgswetter, einem
feuchten, dahinjagenden Nebel, erreichten wir gegen 4 Uhr Salt.
Dank dem Regen, der in der vergangenen Nacht über uns
weggezogen und hier niedergefallen war, hatte sich die ganze
Umgebung des Dorfes in einen Sumpf verwandelt. In der Hoffnung
auf ein trockneres Unterkommen zögerte ich, die Zelte aufschlagen
zu lassen. Es war mein erstes Bemühen, die Wohnung Habīb
Effendi Fāris' ausfindig zu machen, um dessentwillen ich nach Salt
gekommen war, obgleich ich ihn nicht kannte. Auf seiner Hilfe allein
beruhte die Möglichkeit, meine Reise fortzusetzen. Ich hatte nur
insofern Anrecht auf seinen Beistand, als er mit der Tochter eines
eingebornen Priesters in Haifa, eines würdigen alten Mannes und
guten Freundes von mir, verheiratet war. Urfa am Euphrat war der
Stammplatz der Familie, aber Abu Namrūd hatte lange in Salt gelebt
und kannte die Wüste. Die Stunden, in denen er mich Grammatik
lehren sollte, verbrachten wir größtenteils damit, den Erzählungen
der Araber und seines Sohnes Namrūd zu lauschen, der mit Habīb
Fāris zusammen arbeitete, und dessen Name jedem Belkaaraber
bekannt war.
Juden aus Buchara.
»Wenn Sie je in die Wüste wollen, so müssen Sie zu Namrūd

gehen,« sagte Abu Namrūd. Und darum war ich jetzt hier.
Nach kurzem Fragen fand ich die Wohnung Habīb Fāris'. Ich
wurde freundlich aufgenommen; Habīb war ausgegangen, Namrūd
auswärts (verließ mich mein guter Stern?), aber wollte ich nicht
hereinkommen und ausruhen? Das Haus war klein und voller Kinder,
und noch erwog ich bei mir die Frage, ob nicht der feuchte Erdboden
draußen eine bessere Ruhestatt darbieten möchte, als plötzlich ein
schöner, alter, ganz arabisch gekleideter Mann erschien mit der
Erklärung, daß er und kein anderer mich beherbergen würde, mein
Pferd am Zügel nahm und mich mit sich führte. Das Tier wurde in der
Karawanserei eingestellt, ich stieg eine hohe, schlüpfrige Treppe
hinauf und betrat einen steingepflasterten Hof. Jūsef Effendi eilte
voraus und öffnete die Tür seines Gastzimmers. Fußboden und
Diwan waren mit dicken Teppichen belegt, die Fenster blitzten, wenn
sie auch viele zerbrochene Scheiben aufwiesen, eine europäische
Chiffonniere stand an der Wand: ich sah mich in meinen
Erwartungen weit übertroffen. Einen Augenblick später war ich ganz
heimisch, trank Jūsefs Kaffee und aß meinen eignen Kuchen dazu.
Abessinische Priester.
Jūsef Effendi Sukkar (Friede sei mit ihm!) ist Christ und einer der
reichsten Bewohner von Salt. Er ist ein sehr lakonischer Mann, sucht
aber als Wirt seinesgleichen. Er tischte mir ein ausgezeichnetes
Abendessen auf, dessen Reste Michaïl vorgesetzt wurden, nachdem
ich mich gütlich getan hatte. So sorgte er zwar für meine leiblichen
Bedürfnisse, konnte oder wollte aber nichts tun, um meine
Besorgnisse bezüglich der Weiterreise zu zerstreuen.
Glücklicherweise erschienen in diesem Augenblick Habīb Fāris und
seine Schwägerin Pauline, eine alte Bekannte von mir, sowie
mehrere andere Personen, die sich alle die Ehre geben wollten, den
Abend mit mir zu verplaudern. (»Behüte, die Ehre ist ganz auf
meiner Seite!«) Wir ließen uns nieder zu Kaffee, dem bitteren,
schwarzen Kaffee der Araber, der jeden Nektar übertrifft. Die Tasse
wird dir gereicht mit einem »Geruhe anzunehmen!«, leer gibst du sie
zurück und murmelst dabei »Langes Leben dir!« Während du trinkst,
ruft dir eins zu »Gesundheit!«, und du erwiderst »Deinem Herzen!«
Als die Tassen ein- oder zweimal herumgegeben und alle
erforderlichen Höflichkeitsbezeigungen ausgetauscht waren, brachte
ich die Rede auf das Geschäftliche. Wie konnte ich das drusische
Gebirge erreichen? Die Regierung würde mir wahrscheinlich die
Erlaubnis verweigern, bei 'Ammān stand ein Militärposten am
Eingang zur Wüste, und in Bosra kannte man mich, denn dort war
ich ihnen vor fünf Jahren durch die Finger geschlüpft, ein
Kunststück, das mir zum zweitenmal schwerlich gelingen würde.
Habīb dachte nach, und schließlich schmiedeten wir einen Plan. Er
wollte mich am andern Morgen nach Tneib, am Rande der Wüste,
schicken, wo seine Kornfelder lagen, und wo ich Namrūd finden
würde. Der mochte einen der großen Stämme benachrichtigen, unter
dessen Schutz und Geleit konnte ich dann völlig sicher in die Berge
reisen. Jūsefs zwei Söhnchen hörten mit erstaunten Augen zu und
brachten mir am Schlusse der Unterhaltung ein Stück Zeitung mit
einer Karte von Amerika. Darauf zeigte ich ihnen meine Landkarten
und erzählte ihnen, wie groß und schön die Welt sei, bis die
Gesellschaft gegen zehn Uhr aufbrach, und mein Wirt Decken für
meine Lagerstatt auszubreiten begann. Erst jetzt bekam ich meine
Wirtin zu sehen. Sie war eine außerordentlich schöne Frau, groß
und bleich, mit einem ovalen Gesicht und großen, sternengleichen
Augen. Sie trug sich arabisch: ein enges, dunkelblaues Gewand
schlug beim Gehen um ihre bloßen Knöchel, ein dunkelblauer
Schleier war mit einem roten Tuch um die Stirn befestigt und fiel lang
über ihren Rücken hinunter, bis fast auf die Erde. Nach der Weise
der Beduinenfrauen waren ihr auf Kinn und Hals zierliche Muster in
Indigofarbe tätowiert. Sie brachte Wasser und goß es mir über die
Hände; ihre große, stattliche Gestalt bewegte sich schweigend im
Zimmer und verschwand, nachdem alle Obliegenheiten erfüllt waren,
ebenso ruhig wieder, wie sie gekommen. Ich sah sie nicht noch
einmal. »Sie trat herein und grüßte mich,« sprach jener Dichter, der
in Mekka gefangen lag, »dann erhob sie sich, um Abschied zu
nehmen, und als sie meinen Blicken entschwand, folgte ihr meine
Seele.« Niemand darf Jūsefs Weib sehen. Obgleich er ein Christ ist,
hält er sie doch in strengerer Abgeschlossenheit, als die
Muselmänner ihre Frauen, — und vielleicht tut er recht daran.
An meine Fenster schlug der Regen; während ich mich auf mein
Lager streckte, klang mir Michaïls Ausruf in den Ohren:
»Mascha'llah! Ew. Exzellenz haben Glück!«
Zweites Kapitel.
Salt ist eine wohlhabende Gemeinde von über 10000
Einwohnern, die zur Hälfte Christen sind. Es liegt in einer reichen,
um ihrer Trauben und Pfirsiche willen bekannten Gegend; schon im
14. Jahrhundert tut der Geograph Abu'l Fīda seiner Gärten
Erwähnung. Auf dem Hügel liegt über den dichtgedrängten Dächern
ein zerfallenes Kastell, welcher Zeit entstammend, weiß ich nicht.
Die Bewohner glauben an ein sehr hohes Alter der Stadt, ja die
Christen behaupten, in Salt sei eine der ersten Gläubigengemeinden
gewesen; es geht sogar die Sage, daß Christus selbst hier das
Evangelium gepredigt habe. Obgleich die Aprikosenbäume noch
nichts weiter als ihre kahlen Zweige zeigten, trug doch das ganze Tal
den Stempel freundlicher Wohlhabenheit, als ich mit Habīb Fāris
durchritt, der sein Pferd bestiegen hatte, um mich auf den rechten
Weg zu bringen. Er hatte auch seinen Anteil an den Weinbergen und
Aprikosengärten und schmunzelte geschmeichelt, als ich mich
lobend über sie aussprach. Wer hätte auch an einem solchen
Morgen nicht schmunzeln sollen? Die Sonne schien, blitzender Frost
lag auf der Erde, und die Luft zeigte jene durchsichtige Klarheit, die
nur an hellen Wintertagen nach einem Regen zu beobachten ist.
Aber es war nicht nur ein allgemeines Gefühl des Wohlwollens, dem
meine anerkennenden Worte entsprangen: die Bewohner von Salt
und Mādeba sind ein kluges, fleißiges Völkchen, das jedes Lob
verdient. In den fünf Jahren, wo ich die Gegend nicht besucht, hatten
sie die Grenze des Ackerlandes um die Breite eines zweistündigen
Rittes nach Osten hin vorgeschoben und den Wert des Bodens so
unbestreitbar bewiesen, daß nach der Eröffnung der Haddjbahn der
Sultan einen großen, im Süden bis Ma'ān reichenden Landstrich für
sich reserviert hat, den er in eine Königliche Farm umzuwandeln
gedenkt. Er und seine Pächter werden Reichtümer ernten, denn
wenn auch nur ein mäßig guter Regent, so ist der Sultan doch ein
vorzüglicher Landwirt.
Eine halbe Stunde hinter Salt verabschiedete sich Habīb und
überließ mich der Obhut seines Knechtes Jūsef, eines kräftigen
Menschen, der mit seiner Holzkeule (Gunwā nennen sie die Araber)
über der Schulter neben mir dahinschritt. Wir zogen durch die
weiten, baumlosen, unbewohnten, ja fast unbebauten Täler, die die
Belkaebene umgeben, und vorbei an der Öffnung des Wādi Sīr,
durch welches man, immer durch die schönsten Eichenwälder
reitend, bis in das Jordantal hinabgelangen kann. Auch die Berge
würden hier Bäume tragen, wenn die Kohlenbrenner sie nur
wachsen ließen — wir fanden manches Eichen- und
Schwarzdorndickicht auf unserm Wege —, aber ich möchte gar
nichts geändert haben an dem herrlichen Ostjordanland. Zwei
Menschenalter später wird es im Schmucke der Kornfelder stehen
und mit Dörfern übersät sein; die Wasser des Wādi Sīr werden
Mühlräder treiben, und man wird selbst Chausseen bauen, aber —
dem Himmel sei Dank — ich werde das alles nicht sehen müssen.
Solang ich lebe, wird das Hochland bleiben, als was es Omar
Khayyām besingt: »Verstreuten Grüns ein schmales Band, trennt es
die Wüste von dem Ackerland.« Öde und menschenleer wird es
auch ferner sein; nur hie und da wird ein einzelner Hirt, auf die
langläufige Flinte gelehnt, mitten in seiner Herde stehen, und wenn
ich den Reitersmann, der so selten nur sein Roß durch die Berge
lenkt, frage, woher er kommt, wird er noch immer antworten: »Möge
dir die Welt noch Raum genug bieten! Von den Arabern komme ich.«
Ein Adwānaraber als
Feldhüter.
Und hin zu den Arabern führte uns unsere Reise. In der Wüste
gibt es weder Beduinen — alle Zeltbewohner heißen Araber (mit
einem kräftigen Rollen des Gutturallautes) — noch auch Zelte,
sondern nur Häuser, manchmal auch »Haarhäuser«, wenn eine
nähere Bestimmung nötig ist, sonst schlechthin »Häuser«, eine
Bezeichnung, die nur die äußerste Verachtung alles dessen erfinden
konnte, was zu einem Haus gehört; denn mit einem solchen haben
diese Zelte nichts gemeinsam als höchstens das Dach aus
schwarzen Ziegenhaaren. Man kann Araber sein, auch wenn man
zwischen Mauern wohnt. Die Leute von Salt zählen samt den
Abādeh, den Da'dja und den Hassaniyyeh und mehreren anderen
die große Schar der 'Adwān bildenden Arabern, zu den
Belkastämmen. Zwei mächtige Stämme streiten um die
Oberherrschaft in der Syrischen Wüste, die Beni Sachr und die
'Anazeh. Es besteht eine traditionelle, jetzt freilich durch
bedauerliche Vorkommnisse getrübte Freundschaft zwischen den
Suchūr und den Belkaarabern, und wahrscheinlich deshalb wurde
mir hier erzählt, daß die 'Anazeh zwar die an Zahl überlegenere, an
Mut aber die bei weitem untergeordnetere der beiden Parteien sei.
Mit einem Sohne Talāl ul Fāiz', des Beherrschers aller Beni Sachr,
verknüpft mich sozusagen eine Grußbekanntschaft. Vor fünf Jahren,
aber einen Monat später, also gerade zu der Zeit, wo der ganze
Stamm die heißen östlichen Weideländer verläßt und jordanwärts
zieht, stieß ich gerade in dieser Gegend auf ihn. In Begleitung eines
zirkassischen Polizeisoldaten ritt ich von Mādeba nach Mschitta —
es war, ehe die Deutschen die mit Steinbildwerk versehene Fassade
von dem prächtigen Gebäude ablösten. Als wir die mit den Herden
und schwarzen Zelten der Suchūr bedeckte Ebene kreuzten, kamen
drei bis an die Zähne bewaffnete Reiter mit finsteren Brauen und
drohenden Mienen auf uns zu, um uns den Weg abzuschneiden.
Aus der Ferne schon riefen sie uns ihren Gruß zu, wandten aber um
und ritten langsam zurück, sobald sie des Soldaten ansichtig
wurden. Der Zirkassier lachte: »Das war Scheich Fāiz,« sagte er,
»Talāls Sohn. Wie die Schafe, wāllah! Wie die Schafe laufen sie,
wenn sie einen von uns erblicken!« Ich kenne die 'Anazeh nicht, da
ihre Winterwohnplätze mehr nach dem Euphrat zu liegen, aber
unbeschadet meiner sonstigen Hochachtung für die Suchūr, glaube
ich, daß jene, ihre Nebenbuhler, die wahren Aristokraten der Wüste
sind. Ihr Herrscherhaus, die Beni Scha'alān, trägt den stolzesten
Namen, und ihre Pferde sind die besten in ganz Arabien; sogar die
Schammār, Ibn er Raschīds Leute, kaufen sie gern, um ihre eigne
Zucht damit aufzubessern.
Lager in der Nähe des Toten Meeres.
Aus dem tief eingeschnittenen, das Jordantal überragenden

Gebirge kamen wir in ein flaches Hügelland, in dem zahlreiche
verfallene Plätze liegen. Eine Viertelstunde vor den an der Quelle
des Wādi Sīr befindlichen Ruinen stießen wir auf eine ansehnliche
Menge Mauerwerk und eine Zisterne, welche die Araber Birket Umm
el 'Amūd (Brunnen der Mutter der Säule) nennen. Jūsef berichtete,
daß dieser Name von einer Säule herrühre, die früher inmitten des
Wassers gestanden; ein Araber schoß nach ihr und zerstörte sie,
und nun liegen ihre Trümmer auf dem Grunde der Zisterne. Der
Hügel (oder Tell, um ihm dem heimischen Namen zu geben) von
Amēreh ist ganz mit Ruinen bedeckt, und weiterhin, in Jadūdeh,
findet man Felsengräber und Sarkophage am Rande der Brunnen.
Der ganze Saum der Wüste ist mit ähnlichen Zeugen einer
vergangenen Bevölkerung übersät; wir finden Dörfer aus dem 5. und
6. Jahrhundert, der Zeit, wo Mādeba eine reiche, blühende
Christenstadt war, ja einige entstammen zweifellos einer noch
früheren, vielleicht vorrömischen Periode.
In Jadūdeh hat ein Christ aus Salt, der größte Kornproduzent der
Gegend, seinen Wohnsitz aufgeschlagen; er bewohnt ein einfaches
Landhaus auf der Spitze des Hügels. Man rechnet ihn zu den
energischen Bahnbrechern, die bemüht sind, die Grenzen der Kultur
immer weiter hinauszuschieben. Bei Jadūdeh verließen wir das
Hügelland und betraten die endlose, mit spärlichem Grün
bewachsene Ebene. Hie und da ein kegeliger Hügel oder ein
niedriger Höhenzug, dann wieder weite, unbegrenzte Ebene.
Ruhevoll dem Auge und doch nie monoton liegt sie, in die magische
Glut des winterlichen Sonnenuntergangs getaucht; auf den sanft
gewölbten Erhöhungen rastet noch das Licht, die leichten
Bodensenkungen bergen schon die Schatten der Nacht, und über
dem allen breitet sich der weite Himmelsdom aus, der Wüste und
Meer gleichermaßen überwölbt. Die erste größere Erhebung ist der
Tneib. Wir erreichten ihn nach einem neunstündigen Marsch um ½6
Uhr, gerade als die Sonne sank, und schlugen unsere Zelte an der
südlichen Berglehne auf. Der ganze Abhang war voller Ruinen:
niedrige Mauern aus rohbehauenen Steinen ohne Mörtel, in Felsen
gehauene Zisternen, deren einige ursprünglich jedenfalls weniger zu
Wasser- als zu Kornbehältern benutzt worden, welchem Zweck sie
auch jetzt noch dienen. Namrūd war zum Besuch eines
benachbarten Landwirtes geritten, einer seiner Männer aber eilte
sofort, ihn von meiner Ankunft zu benachrichtigen, und gegen 10 Uhr
abends erschien er im Glanze der frostblitzenden Sterne mit vielen
Freudenbezeigungen und der Versicherung, daß meine Wünsche
leicht zu erfüllen seien. So legte ich mich zur Ruhe, eingehüllt in das
kalte Schweigen der Wüste, und erwachte am andern Morgen zu
einem Tage voll Sonnenschein und guter Aussichten.

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STEP 1 Set Up Your Study Program

STEP 2 Determine Your Test Readiness

STEP 3 Develop Strategies for Success

STEP 4 Review the Knowledge You Need to Score High

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Key Comparisons 142

STEP 5 Build Your Test-Taking Confidence

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Introducing the Five-Step Preparation Program

Step 1: Set Up Your Study Program

Step 2: Determine Your Test Readiness

Step 3: Develop Strategies for Success

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Step 4: Review the Knowledge You Need to Score High

Step 5: Build Your Test-Taking Confidence

The Graphics Used in This Book

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Who Writes the AP World History: Modern Exam? Who Corrects

How Are Exams Graded?

Reasons for Taking the Advanced Placement Exam

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What You Need to Know

Format of the Exam

TYPE OF NUMBER OF % OF EXAM

Section II, Document-Based

Section II, Choose 1 of 3

UNITS CHRONOLOGICAL PERIOD EXAM WEIGHTING

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Multiple-Choice Questions (MCQs)

Short-Answer Questions (SAQs)

Long-Essay Question (LEQ)

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Taking the Exam

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Three Approaches to Preparing for the

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The Six-Week Plan

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Setting Up a Study Group

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