题目分析
材料中，历史学家Theodore von Laue认为非西方世界non-Western world在西方殖民扩张过程中被迫西化，传统社会被打断，而接受西方教育的本土人利用西方主导思想如equality，freedom，and self-determination来推动民族独立运动、反对西方殖民。
题目：a)举一个殖民地受过西式教育的独立运动领导人的行为如何证明了该历史学家的观点。b) 解释该历史学家的世界西化革命如何打断了非西方社会传统。c)给出20世纪后期历史学家像该历史学家一样重新解释西方帝国主义的一条理由。
考点&难点
考察文字二手材料理解，知识点涉及Period2-3 ca 1450-1900殖民扩张活动，和Period4 ca 1900-2001 去殖民化运动decolonization的领导人，以及西方史学变化。这道简答题的难点一在于时间跨度大，二在于学生对20世纪后期西方历史学家重新解释帝国主义这个知识没有了解。
答题方向
a. Gandhi’s（studied in Britain) nonviolent political actions；Sun Yat-sen’s (studied inUS）the Revolution of 1911；Nehru’s （studied in Britain) Indian independence movement
b. disrupted the self-sufficient economy; disrupted the development of handicraft industry；disrupted the local social structure of non-western world
c. the new trend in the historical inquiry in which the history of non-western world and minorities such as women and slaves have been increasingly emphasized.
SAQ2
题目分析
在这张法国1890的海报“The different social positions of women”中，不同职业的女性被描述为对社会有不同贡献，但同时我们也能看出来，这时期法国对女性开放的工作领域非常有限，而且都是非专业领域，也就是传统被认为是男人领域的职业，如政治家、律师、商人、医生、科学家、工程师、作家、教授等。
题目：a) 确定图中观点代表性别角色传统观念的一种延续方式。b) 识别图中观点与传统性别角色观念的一种不同之处。c) 说明材料的格式或目标受众可能影响图像中性别角色的一种方式。
考点&难点
考察第一手图像材料的理解，知识点涉及Period3 ca1750-1900社会主题中的性别角色。这道题目难度不大，对背景知识有一定了解，知道第二次工业革命后，越来越多的女性出门加入work force，但与此同时，依然在工作领域受到限制即可轻松获得满分。
答题方向
a. French gender roles were still restricted in some unskilled jobs compared to earlier ages.
b. The increasing number of women joined the newly risen working class.
c. The poster was mass-produced for sale to individuals and institutions in France, so the intended audience was all French citizens. Such a general audience may resulted in the portrayal of women roles in the source as valuable for the whole country, trying to appease the feminist movement.
SAQ3
题目分析
无材料简答题。a)识别一项中国政治体系在1200-1750之间的延续。b)识别一项中国政治体系在1200-1750之间的变化。c)解释说明中国政治延续如何影响了1200-1750之间的全球经济发展
考点&难点
考察Period1-2 ca 1200-1750之间中国governance主题。不带材料的简答题普遍比较简单，大家要把握好这道题，一定要拿到满分哦，这样才可以抵消可能的第一题和第二题的扣分。
答题方向
a. monarchy; centralization; Civil Service Exam; Confucianism.
b. Neo-Confucianism; Yuan dynasty; intensification of absolute monarchy.
c. Explain ONE way in which political continuities in China influenced the development of the global economy in the period 1200–1750.
SAQ4
a) Identify ONE continuity in the political systems of South or Southeast Asia in the period 1750–1900. b) Identify ONE change in the political systems of South or Southeast Asia in the period 1750–1900. c) Explain ONE way in which changes in the global economy led to changes in the political systems of South or Southeast Asia in the period 1750–1900.
题目分析
a)1750-1900之间南亚/东南亚地区政治体系的一处延续；b)1750-1900之间南亚/东南亚地区政治体系的一处变化；c)1750-1900之间全球经济变化如何导致该地政治变化。
考点&难点
这道题考察南亚和东南亚地区1750-1900期间的政治体系。这是一个难度较高的题，因为大家在复习过程中很容易忽视这个时间段的南亚东南亚地区，尤其是东南亚，除了被殖民之外，几乎在政治上没有记忆点。因此要得高分的同学一定要复习足够全面，把边边角角的知识点都掌握到位，才能5分无忧。
答题方向
a. Sikh and Maratha states；
b. colonization in Southeast Asia(Dutch Indonesia, Singapore, French Indochina, U.S. annexation of the Philippines)；geopolitical conflict(battle of Plassey, Great Game)
c. modernization in Siam (Mongkut)
DBQ
题目分析
1. Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution (1910–1920).
评估经济因素在多大程度上导致了墨西哥革命。一场重大革命，原因往往是多种多样的，可能包含长期原因（经济的、思想的、政治的），短期原因（具体导火索事件，军事的、政治的），所以回答此类题目，不能只盯着经济原因，在总结材料时，要仔细分类，将经济之外的原因做个仔细辨识。
考点&难点
这道题的难点在于，很多同学在复习1900-2001年的历史时，往往将目光放在了两次世界大战、大萧条、冷战、去殖民化运动、全球化等大事件上，而彻底忽略掉落后国家的革命，如这一时期的墨西哥革命、伊朗革命、中国革命等，甚至很多同学对俄国十月革命的准备也是不充分的，所以遇到考墨西哥革命的题目，就无处下手了。
今年仁慈的一点是，墨西哥革命没有考LEQ,给了同学们7个材料去补充知识。往年时多次考过LEQ的，在DBQ里出现也不止两次了，所以大家一定对这场革命要重点复习。
答题方向
Document1: economic factor
Source：finance minister of President Porfirio Díaz, letter to Mexican factory workers on strike, 1892.
Content：The government has no power to satisfy the request of working class guaranteeing employment, improving working conditions, or fixing wages since it cannot intervene the natural law of free market under the principle of laissez-faire.
Sourcing: content, audience, purpose, author
Document2: political factor
Source：Mexican printmaker’s illustration for a popular news print, Street Gazette.
Content：The rangers were slaughtering unarmedcitizens in street where people are protesting voter fraud of Porfirio Díaz’s reelection in 1892.
Outside evidence: The wealth were not equally distributed to the lower class and middle class during the whole Porfirio Díaz presidency
Sourcing: the news paper’s audience, and its purpose
Document3: economic factor
Source：Mexican consul toast at a banquet in celebration of the good business relationship between Mexico and the United States in New York City
Content：“by placing General Díaz at the head of the administration,” Mexico enjoys a great advance, especially by introducing the investment of U.S. to develop its natural resourcesand guaranteeing the interests of American businesses “as required.”
Outside evidence:
The Mexican economy did experience a fast growth during president Diaz’s administration, but it mostly benefited the foreign investors and the native industrialists, planters, and merchants, not farmers, workers, and other commoners.
Economic imperialism of the United States in Latin America.
Sourcing:context, purpose, audience
Document4: economic factor/social factor
Source：United States journalist in Mexico travelogue in 1910.
Content：The planters in Yucatan profit by using slaves(former free labors who were induced in debt to planters) to cultivate henequen, including Yaqui Indians, Chinese, Koreans, and native mayas, and these slaves cannot buy their freedom and leave as was said.
Outside evidence:abolition of slavery in Atlantic world far before 1910.
Sourcing:context(the year when the Mexican revolution erupted), purpose, audience
Document5: economic factor
Source：United States consul’s on “United States, British, French, and Mexican Investment in Mexico” 1911.
Content：Foreign investment is two times more than that of native investment in Mexico: 1523 to 792 millions of dollars, and a half has been invested on the railroads building.
Outside evidence: the revolutionaries confiscated foreign property during the revolution.
Sourcing:
Context: the first of the Mexican Revolution
purpose: to estimate the economic loss in the Mexican Revolution
Document6: economic factor
Source:Mexican intellectual and social reform activist’s editorial in 1911.
Content：The right of property imposed by spaniards is absurd. The current landowners gained lands by varies of illegal methods, and the land should be returned to indigenous peasants during the revolution.
Outside evidence: the land reform provisions in the 1917 Constitution
Sourcing:Purpose, audience
Document7: economic factor
Source:a corrido folk song lyrics of 1919.
Content：The poor Indians who were exploited by Mexicans of europeans ancestry were honoring their hero leader Zapata, who was killed in the revolution when fighting for poor Indians’ freedom.
Outside evidence:The goal of Zapata failed of asking the white landowners to return land to Indians without any compensate
Sourcing:Context, audience, purpose
看完所有材料，我们可以将材料分为经济的和其它的（政治的、社会的D2\D4）两大类，经济方面又可以分为两段，其中农业相关为一段（D6\D4\D7), 工商业为一段（D1\D3\D5)。
背景方面我们可以描写墨西哥从1821独立到1910革命爆发时期的国内经济、政治矛盾。一个材料多用、对比革命时期和革命以前的经济、政治状况、既写到经济原因，也写到其它原因，做到任何一个可得complexity分。
LEQ1
题目分析
In the period circa 1200–1450, commerce along exchange networks such as the Silk Roads, the Indian Ocean, and the trans-Saharan networks involved a number of new economic and commercial practices.
Develop an argument that evaluates the extent to which developments in economic and/or commercial practices in Afro-Eurasia affected trade in this period.
题目要求评估在多大程度上亚非欧经济/商业的发展影响了这一时期的贸易。
考点&难点
题目考察范围太广，时间跨越1200-1450， 长达250年，地域范围横跨亚非欧，主题涉及此地域范围内的new economic and commercial practices. 大部分同学们并没有专门地去总结这一时期亚非欧的整体经济，更别提“新”的经济和商业practices。所以一般同学会跳过这个题。
答题方向
整体：general rise in agricultural production(due to technological innovation)\increased craft production\new trading cities and merchant classes\luxury goods\coins and paper money\credit and banking\slavery and serfdom become increasingly common
欧洲：rise of commodity economy after Black Death\European and Mediterranean trade intensifies\guilds(artisans and craftsmen)\Cottage industry or proto-industry\Italian peninsula and Mediterranean trade\Hanseatic League
东亚和中亚：Silk Road revives\longterm trade with Indian Ocean basin\silk, iron, steel, and porcelain industries expand in China
LEQ2
题目分析
In the period circa 1450–1750, European expansion affected the development of numerous East Asian and South Asian states.
Develop an argument that evaluates the extent to which the economies of East and/or South Asian states in this time period changed in response to European expansion.
题目要求评估在多大程度上东亚、南亚地区国家改变经济去应对欧洲扩张。
考点&难点
面对1750-1900年的欧洲扩张时，亚洲国家的经济改变在整个世界历史讲解过程中也是很少专门涉及的领域，大家更熟悉的是1750-1900年亚洲国家的应对，如Meiji Restoration and Japanese government directed Industrial Revolution，Self-strengthening Movement and Chinese modernization等。
这道题是三个LEQ里面最难的部分。同学们缺少具体的例子进行扩展，也很难形成全面、深入的thesis。
答题方向
东亚：Chinese/Japanese Isolation policy: limited trade in Canton andNagasaki; Reunification of Japan(late 1500s )and Tokugawa shogunate(Tokugawa Leyasu since 1603);Development Southeast China export economy(porcelain, silk, and tea) and merchant farming in exchange for silver\intensification of peasant labor(silk\tea); Shisanhang\Macao
南亚：Muslim-European rivalry in Indian Oceantrade\intensification of peasant labor(cotton); Mughal India (1526-1858)encouraged trade, so the economy thrived, thanks to a boom in India’s cotton trade.
LEQ3
题目分析
In the twentieth century, governments responded to economic crises in various ways.
Develop an argument that evaluates the extent to which governments (other than the United States government) changed their economic policies in response to the Great Depression.
题目考查美国之外的国家在应对1929-1933的经济大萧条时的政策。
考点&难点
20世纪经济主题。该题目难点在于很多同学除了美国FDR总统的New Deal政策之外，对其他国家如英国、德国、日本等国的具体经济政策应对方式不了解，可能更多的同学知道的是德国、意大利、日本因此走上了对外侵略，去掠夺别国的资源。从该题中我们可以看到，对经济大萧条这个知识点，我们还需要掌握更多具体的国内经济政策。
答题方向
general low exports, high tariffs to confront mass unemployment; governmental economic intervention: Soviet nationalization (Five-Year plans)\state capitalism (syndicalism) in fascist nations\democracies’ relief and welfare programs (Keynesian theory)
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