A group dedicated to saving AP World History.
The study of world history centers on the global patterns and long-term trends that have shaped human history from its origins to the present day. In order to practice this discipline of history, historians and students of history must have as wide a view as possible. The College Board’s recent decision to begin the AP World History course in the year 1450 CE actively hinders the study of world history by truncating the examined period of human history, effectively nullifying the stories of peoples, regions and faiths that rose to prominence before 1450 CE. Cutting the course in half not only robs students of important historical analysis skills, but also the opportunity to be introduced to the richness and diversity of the past. As 1450 CE marks the beginning of European exploration and domination, beginning the course in 1450 CE creates an inherently European-focused periodization that devalues non-Western histories before colonization, slavery, and imperialism. In a time of rising nationalism, resurgent racism and revived religious tension, high school students need an expansive history course, not an abbreviated one, in order to understand that everyone’s story matters and that no one is irrelevant. Save AP World History.
What we demand
We demand that the College Board retain the time scope of the current AP World History curriculum.
APWH cannot be a true world history course unless it tells the entire story of human history.
The truncated scale of the proposed revision inhibits students from developing long-term causation and contextualization skills.
We demand that the College Board refrain from making any changes to the current AP World History curriculum for at least five years.
There have already been three revisions to APWH in the last five years.
The College Board failed to adequately consult with world history scholars and with the teachers who actually teach the curriculum before implementing this latest revision.
We demand that the College Board retain its current policy of restricting European history to no more than 20% of the content.
Starting the course in 1450 CE creates an inherently European-focused periodization that devalues non-Western histories as 1450 CE marks the beginning of European colonization of and imperialism in the Americas, Africa, and Asia.
As history moves beyond 1450 CE, students will encounter a history that is naturally centered around Western influences and a non-Western history that is governed by reaction to Western influences.