This page includes the requirements developed by the College Board for the eighth unit of AP Modern World History. Below you will find each of the following:
- Setting the Stage for the Cold War & Decolonization
- Focus on the decline of imperialism after World War II and the shift in the global balance of power after 1945
- The Cold War
- Focus on the tenuous peace that existed between the US & the USSR, their respective attempts to control global geopolitics, and those countries that remained non-aligned
- Effects of the Cold War
- Focus on the organizations, military buildup, & conflicts that emerged as a result of the Cold War
- Spread of Communism after 1900
- Focus heavily on Chinese communism, but also specific examples across Latin America, Africa, & Asia that advocated for socialism and communism
- Decolonization after 1900
- Focus on anti - imperialist nationalist movements that sought and gained independence through a variety of methods
- Newly Independent States
- Focus on those states that emerged as a result of decolonization and the role of government for maintaining control
- Global Resistance to Established Power Structures after 1900
- Focus on non - violent movements across the globe, but also those movements and governments that advocated for the use of violence to meet their respective aims
- End of the Cold War
- Focus on the role of the US and the USSR in leading to the end of the Cold War by 1990
Setting the Stage for the Cold War and Decolonization
Theme: Governance
Learning Objective
Explain the historical context of the Cold War after 1945.
This is a basic introductory standard that is meant to contextualize the world after World War II. It will work incredibly well to allow students to demonstrate prior knowledge to explain what was going on in the post - war era 1950s and 1960s. |
Must Know Content
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The Cold War
Theme: Cultural Developments & Interactions
Learning Objective
Explain the causes and effects of the ideological struggle of the Cold War.
This standard is similar to the last one in that it is relatively contextual; set up the relationships between the two super powers, their allies, and those countries across the globe that attempted to remain neutral. |
Must Know Content
The end of World War II led to a rift between:
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Effects of the Cold War
Theme: Governance
Learning Objective
Compare the ways in which the United States and the Soviet Union sought to maintain influence over the course of the Cold War.
This one ties in well with APUSH and AP Euro. It is very important to give good examples from several regions: Asia, the Middle East, Africa, and Latin America. The College Board will give students questions in this time period pertaining specifically to a single region, so make sure students have good examples they can use for each. |
Must Know Content
The Cold War led to:
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Spread of Communism After 1900
Theme: Economic Systems
Learning Objective
Explain the causes and consequences of China’s adoption of communism.
This is a very simple standard; it's a good idea to call back to the decline of the Qing Empire and the rise of Nationalist China to help focus on specific changes. Drawing connections between the Great Leap Forward and Stalin's Five-Year Plans could also be helpful. |
Must Know Content
The Communists seized power as a result of:
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Theme: Social Interactions and Organization
Learning Objective
Explain the causes and effects of movements to redistribute economic resources.
For this standard, be sure to provide specific examples of land redistribution from several different regions. You also need to provide examples of responses from USSR and US back countries and their connections to potential proxy wars. |
Must Know Content
Land redistribution movements occurred in various regions, including:
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Decolonization after 1900
Theme: Governance
Learning Objective
Compare the processes by which various peoples pursued independence after 1900.
This standard requires decent knowledge of the various methods that colonies went through to gain independence, many of which are in Africa. Be able to give clear examples of the various types of attempts at independence (conflict, diplomacy, etc). Students should also have a decent understanding of these movements across Asia. |
Must Know Content
Nationalist leaders sought independence across:
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Newly Independent States
Theme: Governance
Learning Objective
Explain how political changes in the period from c. 1900 to the present led to territorial, demographic, and nationalist developments.
The focus for this standard should be on both the new states that developed and also the conflicts that erupted as a result of creating new boundaries. Students will need several examples of both new states and conflicts that emerged as a result of these new states. |
Must Know Content
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Theme: Economic Systems
Learning Objective
Explain the economic changes and continuities resulting from the process of decolonization.
Like so many other standards, this one needs plenty of examples from various regions across the globe. Egypt and India are my go to options in this unit, but any example is effective. The key is to make sure students grasp the continuity and change aspects of this standard. |
Must Know Content
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Global Resistance to Established Power Structures After 1900
Theme: Cultural Developments & Interactions
Learning Objective
Explain various reactions to existing power structures in the period after 1900.
This one requires good examples, as well. Finding examples from each region is important, but so is finding those that show the various forms of resistance, both armed and nonviolent. |
Must Know Content
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The End of the Cold War
Theme: Governance
Learning Objective
Explain the causes of the end of the Cold War.
This standard is pretty much what it says. Focus on the events that led up to the decline and fall of the Soviet Union. |
Must Know Content
Multiple factors led to the end of the Cold War:
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