AP European History Multiple Choice ANSWERSPeriod 2
- Correct Answer: C
Feedback: European overseas exploration and colonization, especially in the Americas, gave Europe access to more products and created new wealth through available capital. Higher standards of living changed the way people spent their money.
Key Concept: 2.2.II.C
Thematic Learning Objective: PP-1
Historical Thinking Skill: Historical Causation
- Correct Answer: A
Feedback: Access to overseas products helped to create a consumer culture beginning in 17th century Europe. People not only had more money, but more goods available to buy. Luxury items such as tobacco, rum, sugar, tea and coffee were readily available for consumption.
Key Concept: 2.2.II.C
Thematic Learning Objective: PP-1
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: Instead of central emphasis on religious themes or royal glorification, art, such as that of many Dutch painters in the 17th century, began to depict common people in everyday life situations. Artists of the time not only depicted ordinary people but reflected the growing culture of consumerism and the values associated with the resulting economic and social changes.
Key Concept: 2.3.V.B
Thematic Learning Objective: OS-10
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: B
Feedback: JohnLocke believed that people in a “state of nature” are reasonable and able to get along absent of public authority. He saw government as authority by contract with mutual obligations for each side.
Key Concept: 2.3.I.B
Thematic Learning Objective: OS-9
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: Liberalism as a political and philosophical movement rejected traditional forms of authority such as absolutism. It embraced the notion of freedom and equality. These ideas of natural rights were a direct challenge to repressive institutions paving the way for the development of constitutional government.
Key Concept: 2.3.I.B
Thematic Learning Objective: SP-4
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: C
Feedback: Locke’s belief in self-government also included the individual rights of life, liberty and property. He believed that individuals cannot protect these rights on their own and that government’s role was to enforce observance of the rights for all individuals.
Key Concept: 2.3.I.B
Thematic Learning Objective: SP-1
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: A
Feedback: The opening of global markets caused an expansion of the putting-out or cottage industry system. Within this system, people would be supplied raw materials by a manager or entrepreneurs from which they would create a finished product in return for wages.
Key Concept: 2.2.I.C
Thematic Learning Objective: PP-7
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: C
Feedback: Merchants and entrepreneurs created a system that not only diverged capital from labor, it also moved the centers of industry away from towns and guilds to rural household settings, by taking advantage of an available labor supply due to the loss of self-sufficient farms or the decreased need for farm laborers, arising from the spread of commercial agriculture.
Key Concept: 2.2.I.B
Thematic Learning Objective: PP-7
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: Trade guilds used restrictive practices to control urban industry. Merchants, by moving industry to rural settings, worked to avoid these restrictions. These new commercial enterprises weakened the guilds and their economic influence while creating new processes for production of goods and the accumulation of capital.
Key Concept: 2.2.I.A
Thematic Learning Objective: PP-7
Historical Thinking Skill: Patterns of Continuity and Change over Time
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: Monopolization of judicial and military power was the basis of absolutism. This was supported, in theory, by the Divine Right of Kings. However, even those rights had to submit to the will of God.
Key Concept: 2.2.I.A
Thematic Learning Objective: OS-9
Historical Thinking Skill: Contextualization
- Correct Answer: A
Feedback: Even in an absolute monarchy, the ruler needed the cooperation of the social classes. Parlements were regional courts of law that upheld fundamental laws which even the king was not allowed to overstep. These local liberties created complications and challenges to Louis XIV’s quest for absolute sovereignty.
Key Concept: 2.1.I.B
Thematic Learning Objective: SP-2
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: Louis XIV continually faced financial issues during his reign. Part of the issue originated from his reluctance to share power with the nobles and they in turn found loopholes to avoid paying taxes. This was a major weakness of Louis XIV’ regime.
Key Concept: 2.1.I.B
Thematic Learning Objective: SP-2
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Interpretation
- Correct Answer: A
Feedback: King Louis XVI found himself in a financial crisis over (non)taxation of the privileged classes. When nobles forced the summoning of the Estates General, Louis threw in his lot with the nobility, angering the lower classes of the Third Estate and creating an atmosphere ripe for social conflict.
Key Concept: 2.1.IV.A
Thematic Learning Objective: PP-10
Historical Thinking Skill: Historical Causation
- Correct Answer: C
Feedback: After the execution of the monarch, the revolutionaries now faced the Girondins (who had opposed execution) and other counterrevolutionaries. Thus started a “Reign of Terror.” Jacobin member Robespierre and the Committee for Public Safety believed that terror was a legitimate tool against enemies of the Revolution. Thousands of people died during the Reign of Terror as the guillotine became the symbol of the French Revolution. After the execution of the monarch, those who had voted for execution could never allow the restoration of the monarchy, for their own personal safety.
Key Concept: 2.1.IV.C
Thematic Learning Objective: SP-11
Historical Thinking Skill: Periodization
- Correct Answer: B
Feedback: Not only did the execution of the king cement a split in the Jacobins, but it greatly intensified factional fighting within the revolution, as well as spread doubt and weakened sympathy for the Revolution, particularly outside of France.
Key Concept: 2.1.IV.G
Thematic Learning Objective: SP-11
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: D
Feedback: Louis XIV had a vigorous foreign policy even prior to 1700. His ongoing quarrels with the Habsburgs combined with a weak Spanish nation set the stage for French expansion into surrounding territories.
Key Concept: 2.1.III.C
Thematic Learning Objective: SP-15
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: Europe reacted to Louis XIV’s aggression by forming military coalitions to oppose him. Although Louis found success in individual battles, he was unable to overcome the combined forces against him and eventually asked for peace.
Key Concept: 2.1.III.C
Thematic Learning Objective: SP-15
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
- Correct Answer: A
Feedback: The War of the League of Augsburg began in 1688 and ended with the Peace of Ryswick in 1697. The larger question outside the warring and negotiations was one regarding the empire of Spain. Europe would find itself at war again in 1702 and this time involving the overseas world as the wars among the powers of Europe became global in nature.
Key Concept: 2.1.III.C
Key Concept: 2.1.III.D
Thematic Learning Objective: SP-15
Historical Thinking Skill: Periodization
- Correct Answer: C
Feedback: As the world economy grew in the 17th and 18th centuries, driven and controlled by Europeans, states sought to capitalize and profit from the commercial expansion through colonization and mercantilism.
Key Concept: 2.2.II.A
Key Concept: 2.2.II.B
Thematic Learning Objective: INT-1
Thematic Learning Objective: INT-3
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Periodization
- Correct Answer: A
Feedback: After 1650, plantation economies in the New World expanded. Their need for forced labor caused slavery to become an important economic institution and the use of the transatlantic slave trade. Around 5 million Africans were sent to the Americas in the years 1700 – 1800.
Key Concept: 2.2.II.B
Thematic Learning Objective: INT-1
Thematic Learning Objective: INT-3
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
21.Correct Answer: C
Feedback: The social consequences of a worldwide economic network were many. Some classes became wealthier, others were worse off. The main advantage for all was declining prices and greater availability of commodities. This was the beginnings of a European consumer culture.
Key Concept: 2.2.II.C
Thematic Learning Objective: PP-1
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: Voltaire, using satire, criticized societal values based on superstitious fear. He advocated, along with humanists, the development of a rational, critical mind based on science and the powers of observation. Voltaire presented a purely secular view of the world.
Key Concept: 2.3.I.A
Thematic Learning Objective: OS-5
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: D
Feedback: Eighteenth-century Europe was a time of faith of a non-religious nature. There was a belief that people and society could move forward, make better lives for future generations through the powers of human reason and science.
Key Concept: 2.3.I.A
Thematic Learning Objective: OS-5
Historical Thinking Skill: Patterns of Continuity and Change over Time
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: A
Feedback: After 1740, Voltaire became a crusader for religious toleration. He opposed superstition and the power of the clergy. Voltaire argued for “natural religion” and “natural morality” based on reason rather than supernatural revelation.
Key Concept: 2.3.IV.A
Thematic Learning Objective: OS-2
Historical Thinking Skill: Comparison
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: D
Feedback: As imported coffee became widely enjoyed in 18th century Europe, coffeehouses sprang up. They became popular meeting places and also gathering areas for discussions, gossip and arguments regarding social events. This aided the spread of Enlightenment ideals.
Key Concept: 2.3.II.A
Thematic Learning Objective: OS-2
Historical Thinking Skill: Contextualization
- Correct Answer: C
Feedback: The idea of public opinion arose out of the new civic venues such as coffeehouses and salons. This expanding public sphere provoked debates over literature, art, music and from it emerged an educated middle class capable of critical independent thought.
Key Concept: 2.3.II.A
Key Concept: 2.3.II.B
Thematic Learning Objective: SP-12
Historical Thinking Skill: Periodization
Historical Thinking Skill: Synthesis
- Correct Answer: A
Feedback: Along with coffeehouses, salons became meeting places but with a difference. Salons in Paris were organized and conducted by women. They represented the changing roles of women in social and literary circles. Although some of this influence was lost after the French Revolution, some female run salons continued to survive and thrive.
Key Concept: 2.3.II.A
Thematic Learning Objective: IS-9
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: C
Feedback: Wealthy British landowners were looking to make money, taking advantage of commercial agriculture. They needed a way to consolidate and control land ownership. The enclosure acts created private ownership of land in the hands of a small wealthy minority. This led to increased food and livestock production.
Key Concept: 2.2.I.B
Key Concept: 2.2.I.D
Thematic Learning Objective: PP-2
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
- Correct Answer: A
Feedback: As land productivity increased and labor needs declined, rural populations sought other types of employment such as spinning or weaving for merchants in a cottage industry system.
Key Concept: 2.2.I.B
Key Concept: 2.2.I.C
Thematic Learning Objective: PP-7
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: As fewer people were needed for farm labor and workers found other means of support, English men and women became wage earners. Daily wages would become increasingly important as Britain became more industrialized in the early 19th century.
Key Concept: 2.2.I.B
Key Concept: 2.2.I.C
Thematic Learning Objective: PP-2
Thematic Learning Objective: PP-7
Historical Thinking Skill: Contextualization
- Correct Answer: C
Feedback: By the mid-18th century, Europeans were living longer, healthier lives. Increased food supplies due to higher agricultural production also helped communities avoid devastating famines that had often plagued 17th century Europe.
Key Concept: 2.4.I.A
Thematic Learning Objective: PP-2
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: D
Feedback: The early stages of the French Revolution created nationalization of the church. Church property and its revenues now belonged to the state. Measures were also taken to abolish the practice of solemn vows and to close monasteries to be sold for state profit.
Key Concept: 2.I.IV.B
Thematic Learning Objective: OS-3
Historical Thinking Skill: Historical Argumentation
- Correct Answer: A
Feedback: Attempts at social reform began with the abolishment of feudalism. The landed aristocracy gave up its inherited rights and privileges bringing an end to the system of serfdom. Legal privilege was being replaced by legal equality and rights of the individual.
Key Concept: 2.I.IV.B
Thematic Learning Objective: SP-4
Historical Thinking Skill: Historical Argumentation
- Correct Answer: C
Feedback: Although the Declaration of the Rights of Man was meant to apply to all people, legally it did not apply to women. A great number of women were active in the Revolution and some lobbied for equal rights. The leaders of the Revolution opted for women’s exclusion maintaining that the world of law and politics were a masculine venue.
Key Concept: 2.I.IV.B
Thematic Learning Objective: IS-6
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: The Agricultural Revolution created more food using fewer people, partly due to new farming technology and partly due to changes in farming practices. Rural laborers found themselves less needed and in search of other types of employment. Workers moved to cities in search of new jobs and new opportunities.
Key Concept: 2.4.IV.A
Thematic Learning Objective: PP-6
Thematic Learning Objective: PP-9
Historical Thinking Skill: Historical Causation
- Correct Answer: A
Feedback: Urban governments were concerned over migration levels and many attempted, through legislation and laws, to discourage or prevent migrants from arriving. They feared the effects these masses of people would represent on the structure of society. The influx of migrants, poor and in search of work, some homeless, brought into greater prominence the issue of poverty.
Key Concept: 2.4.IV.A
Key Concept: 2.4.IV.C
Thematic Learning Objective: PP-13
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: Many cities began to deal with multiple poverty issues as the influx of migrants--poor and in search of work, some homeless--brought into greater prominence the issue of poverty.
Key Concept: 2.4.IV.B
Key Concept: 2.4.IV.C
Thematic Learning Objective: PP-13
Historical Thinking Skill: Contextualization
- Correct Answer: A
Feedback: Napoleon as a commander of the army became independent of Paris politics. His military tactics allowed him to use unrest at home and conquests abroad to consolidate his power and secure a dictatorship based on control of the military.
Key Concept: 2.1.V.B
Thematic Learning Objective: PP-13
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: Under Napoleon, France became a revolutionary force outside its borders. Napoleon promoted ideas of the French Revolution to counter what he perceived to be caste-ridden societies in adversarial nations.
Key Concept: 2.1.V.B
Thematic Learning Objective: PP-10
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: Going back to 1792, the French encountered resistance within occupied countries. Nationalism developed in many countries as a force against the policies of the Napoleonic Empire. The national movement in Germany was a rebellion against military occupation and French culture.
Key Concept: 2.1.V.C
Thematic Learning Objective: SP-17
Historical Thinking Skill: Contextualization
Historical Thinking Skill: Historical Causation
- Correct Answer: C
Feedback: The civilian government in Paris requested on more than one occasion that the armies help in restoring order. Bonaparte, like other generals, soon became independent from the government and started on a campaign based on his own notion of foreign policy--expansionism.
Key Concept: 2.1.IV.G
Thematic Learning Objective: SP-11
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: When Napoleon invaded northern Italy, he set off a chain reaction with the Italian states. Napoleon established a Cisalpine Republic in the Po Valley. In the following months, revolutionary republicanism spread through much of Italy and led to the creation of new republics.
Key Concept: 2.1.IV.D
Thematic Learning Objective: SP-11
Historical Thinking Skill: Comparison
- Correct Answer: A
Feedback: The Second Coalition consisting of Austria, Russia and Great Britain was an alliance against Napoleon’s military aggression. The war went unfavorably for France but Napoleon was able to use this to his advantage and stage a Coup d’Etat in 1799.
Key Concept: 2.1.IV.D
Thematic Learning Objective: SP-16
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: C
Feedback: 18th century Poland was the largest state in Europe. It also had an older political structure that failed to develop as a modern, centralized government. Infighting from internally divided groups further weakened the state making it a potential target for diplomatic maneuvering.