AP European History Multiple Choice ANSWERSPeriod 3
- Correct Answer: A
Feedback: Romanticism, as an art theory, rejected the rational order and rules of classical mode. It instead embraced emotion, intuition and the laws of free expression through the feelings and the imagination of the artist. The genius of the individual creates its own rules and laws of expression.
Key Concept: 3.6.I.A
Thematic Learning Objective: OS-12
Historical Thinking Skill: Patterns of Continuity and Change over Time
Historical Thinking Skill:Appropriate Use of Relevant Historical Evidence
- Correct Answer: C
Feedback: Romanticism created questions about the nature of human knowledge in relation to thoughts and feelings. Knowledge did not only rely on reason. Romanticism provided a new way of sensing human experience through non-rational, intuitive methods.
Key Concept: 3.6.I.A
Thematic Learning Objective: OS-10
Historical Thinking Skill: Historical Causation
- Correct Answer: B
Feedback: Romanticism was in part a reaction against Enlightenment ideals but also against the growing industrialization of European society. With urban growth and populations on the rise, romantics offered an escape from an increasingly modern world and looked back on the past with reverence and longing.
Key Concept: 3.6.I.A
Thematic Learning Objective: OS-13
Historical Thinking Skill: Historical Causation
- Correct Answer: C
Feedback: Romantic writers, like their painting counterparts, sought to express themselves through not only the senses or faculties, but by emotions, intuition and other non-rational feelings.
Key Concept: 3.6.I.A
Thematic Learning Objective: OS-10
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: D
Feedback: Writers of the romantic era would often use their writings as responses to social and political uprisings. Many poems and other writings were directly or indirectly influenced by historical events of the day. There is some speculation that Keats’ To Autumn, was influenced by The Peterloo Massacre of 1819.
Key Concept: 3.6.I.B
Thematic Learning Objective: OS-12
Historical Thinking Skill: Comparison
Historical Thinking Skill: Interpretation
- Correct Answer: A
Feedback: Reason in the 18th century followed classical rules and rational order. Romantic writers such as Keats broke away from the rigidness of the 18th century and embraced a love of all that could not be defined or classified by intellect.
Key Concept: 3.6.I.B
Thematic Learning Objective: OS-13
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: C
Feedback: The failure of the Revolutions of 1848 created an intellectual movement towards realism and freedom to portray the world as it really existed without ties to illusion and wishful thinking. This movement also influenced scientific political thought.
Key Concept: 3.6.II.D
Thematic Learning Objective: OS-8
Historical Thinking Skill: Periodization
- Correct Answer: B
Feedback: If Romanticism was a reaction to the Industrial Revolution, 19th century Realism was a rejection of all things romantic. Idealism was discredited as Europeans embraced futures based on present facts rather than future imaginings. A belief in materialism reinforced that everything spiritual was based on the physical.
Key Concept: 3.6.II.D
Thematic Learning Objective: OS-8
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Periodization
- Correct Answer: A
Feedback: Many artists of the Realism era not only sought to portray the lives of ordinary people but also to bring to focus social and economic issues, particularly among the lower classes, impoverished workers victimized by the age of industry.
Key Concept: 3.6.II.D
Thematic Learning Objective: PP-14
Historical Thinking Skill: Historical Causation
- Correct Answer: A
Feedback: In the Communist Manifesto, Marx laid out his call for revolution based on worker exploitation within the capitalist economic system. Workers, he felt, were being kept in poverty due to a subsistence wage system that did not equal the worker’s value of the products they produced.
Key Concept: 3.6.II.C
Thematic Learning Objective: PP-10
Historical Thinking Skill: Patterns of Continuity and Change over Time
Historical Thinking Skill:Interpretation
- Correct Answer: D
Feedback: According to Marx, material conditions give rise to economic classes. Changes in these conditions cause changes in class structure as classes develop outlooks and interests suited to their needs.
Key Concept: 3.6.II.C
Thematic Learning Objective: IS-7
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: C
Feedback: Marx saw earlier socialistic movements as utopian in nature. His views were based on the scientific—that is, based on facts and real processes. He proposed a future with a classless society but refused to describe any related social structure in detail. Specific plans equal idle dreams.
Key Concept: 3.6.II.C
Thematic Learning Objective: PP-10
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: C
Feedback: Impressionism began in France with a group of painters who rejected traditional painting styles. They sought to represent everyday life and the natural world through light, color and shapes instead of classical lines and themes.
Key Concept: 3.6.III.D
Thematic Learning Objective: OS-13
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Historical Thinking Skill: Periodization
- Correct Answer: B
Feedback: Impressionists preferred to paint outside, capturing their impressions of the modern world. These impressions were very subjective in nature as opposed to realistic images. These same trends of subjectivity would continue throughout the 20th century.
Key Concept: 3.6.III.D
Thematic Learning Objective: OS-13
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: D
Feedback: Impressionist painters tried to represent everyday life, the daily activities and pleasures of ordinary people. Some artists such as Berthe Morisot used portrayals of young girls and women to represent the experiences and memories in the lives of women.
Key Concept: 3.6.III.D
Thematic Learning Objective: OS-13
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: There was a long standing ideal in Britain that Parliament should be populated by gentlemen of independent means. Among the six points of the People’s Charter were the abolition of property qualifications and payment of salaries. These changes would allow men of lesser means to serve in government.
Key Concept: 3.3.I.B
Thematic Learning Objective: SP-4
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: C
Feedback: The British Poor Law of 1834 corrected some issues surrounding old poor laws but still did nothing in terms of relief for unemployment. The creation of workhouses and poorhouses were meant to act as deterrents for relief and safeguards of the labor market.
Key Concept: 3.3.I.B
Thematic Learning Objective: IS-7
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: A
Feedback: Even though the Charter failed to pass, other legislative acts that followed paved the way for the strengthening and formation of labor unions. Workers found themselves able to deal with employers directly without the need for government involvement.
Key Concept: 3.3.I.B
Thematic Learning Objective: PP-8
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: C
Feedback: The world economy of the late 19th century witnessed industrial expansion and growth. A higher standard of living was reflected in people’s rising prosperity and social mobility. More available income encouraged consumers to seek goods and services in ever greater amounts.
Key Concept: 3.2.IV.A
Thematic Learning Objective: PP-1
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: A
Feedback: The Second Industrial Revolution not only created a rise in consumerism but also the idea of mass marketing and the creation of products in huge quantities to reach a wide audience. Consumers began to associate these goods with symbols of status.
Key Concept: 3.2.IV.A
Thematic Learning Objective: PP-4
Historical Thinking Skill: Comparison
Historical Thinking Skill:Contextualization
- Correct Answer: B
Feedback: As transportation by railroads improved and the emergence of cars and airplanes began, industry expanded in a geographic manner leading to a worldwide system of production and consumption.
Key Concept: 3.2.IV.A
Thematic Learning Objective: IS-3
Historical Thinking Skill: Historical Causation
- Correct Answer: B
Feedback: Joseph de Maistre was part of the conservative movement and he believed that man’s savage nature must be held in check by strong authority. This directly contradicts Enlightenment ideals of human behavior and aligns more with traditional religious views of man’s sinful, weak nature.
Key Concept: 3.3.I.C
Thematic Learning Objective: OS-9
Historical Thinking Skill: Interpretation
- Correct Answer: D
Feedback: Joseph de Maistre was a defender of hierarchical societies and monarchical states. He viewed monarchies as the only stable form of government and believed that constitutions were the products of God’s will, not human reason. He also believed that rejection of Christianity led directly to the chaos and bloodshed of The Terror.
Key Concept: 3.3.I.C
Thematic Learning Objective: SP-3
Historical Thinking Skill: Contextualization
- Correct Answer: A
Feedback: Conservatism, as expressed by Joseph de Maistre, appealed greatly to the aristocracy. This ideological movement upheld aristocratic institutions and power. It sought to defend long standing social and political traditions of church, king and noblemen..
Key Concept: 3.3.I.C
Thematic Learning Objective: SP-3
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: Socioeconomic changes in 19th century Europe centered on the industrialization and urbanization of society. As populations moved from rural to urban areas, working class people began to experience the crowded housing and horrific living conditions of city life. The gap between rich and poor would grow wider as the new working aristocracy became increasingly powerful.
Key Concept: 3.2.I.A
Thematic Learning Objective: PP-6
Historical Thinking Skill: Periodization
Historical Thinking Skill: Historical Causation
- Correct Answer: C
Feedback: Although politically Disraeli was a conservative, he held strong sympathies for the goals of the Chartist movement. He even sought to create an alliance between landed aristocrats and the working class against the rising power of the middle class.
Key Concept: 3.2.I.A
Thematic Learning Objective: PP-6
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: Disraeli and other authors of his time were attempting to tap into the social conscience of the public through literature. They hoped by doing so to lessen the ever growing division within society and the poverty of the English working class.
Key Concept: 3.2.I.A
Thematic Learning Objective: PP-6
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: A
Feedback: The world economy of the 19th century was directly tied to the 2nd phase of the Industrial Revolution. The growth of textile and more specifically metallurgical industry helped to expand railroad mileage in Europe. Steel was a key product of the new age creating industrial power among European nations.
Key Concept: 3.I.III.B
Thematic Learning Objective: PP-1
Historical Thinking Skill: Historical Causation
- Correct Answer: C
Feedback: As industry expanded, so did markets. Advancements in transportation, such as railroads, allowed goods, services, people and capital to move geographically without regards for national boundaries, opening up distant markets for competition based on demand and need.
Key Concept: 3.I.III.B
Thematic Learning Objective: PP-4
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: William Makepeace Thackeray used satire in his writings to portray the results of the Second Industrial Revolution—one of which was that, in addition to opening up regional and global markets, industry began to produce goods on a massive scale and to market them to an ever increasing audience.
Key Concept: 3.I.III.B
Thematic Learning Objective: IS-3
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Interpretation
- Correct Answer: C
Feedback: Bismarck was a practitioner of Realpolitk or the politics of reality. He believed alliances should be based on their usefulness and viewed war as an acceptable means to follow a government’s strategic interests.
Key Concept: 3.4.III.B
Thematic Learning Objective: SP-14
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Historical Thinking Skill: Interpretation
- Correct Answer: D
Feedback: After the Napoleonic Wars, Germans became increasingly nationalistic. German philosophy glorified group loyalties. Bismarck shifted the European balance of power, by the Prussian conquering of a united all-Germanic state.
Key Concept: 3.4.II.B
Thematic Learning Objective: SP-17
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: A
Feedback: Bismarck not only took care to isolate his enemies before striking, he also exploited the ambitions of European states which, in their competition against one another, failed time and time again to act against Prussian aggression. Their failure to do so brought about what they feared the most, a unified German state.
Key Concept: 3.4.III.B
Thematic Learning Objective: SP-18
Historical Thinking Skill: Historical Causation
- Correct Answer: A
Feedback: John Stuart Mill represents classical liberalism and its emphasis on the rights of the individual. However, most liberals feared the excesses of the mob and did not favor universal suffrage for all people.
Key Concept: 3.3.I.A
Thematic Learning Objective: OS-10
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
- Correct Answer: C
Feedback: Mill, like most liberals, favored a constitutional monarchy. They valued representative government including freedom of the press and free rights of assembly. Liberals believed in the human capacity for self-control and self-government in a well ordered, modern society.
Key Concept: 3.3.I.A
Thematic Learning Objective: SP-7
Historical Thinking Skill: Interpretation
- Correct Answer: B
Feedback: Mill, like most liberals, favored a constitutional monarchy. Liberalism celebrated the Rational Individual who was an autonomous person capable of free use of reason and independent thought. These rational beings would be able to reach solutions on issues by peaceable and reasoned means.
Key Concept: 3.3.I.A
Thematic Learning Objective: IS-7
Historical Thinking Skill: Contextualization
- Correct Answer: B
Feedback: The Cult of Domesticity structured family life in the 19th century. It identified the proper sphere for women as within the home. As women were to occupy this private sphere, men were to occupy the public sphere. Emmeline Pankhurst challenged this notion with her occupation of both.
Key Concept: 3.2.III.A
Thematic Learning Objective: IS-6
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Contextualization
- Correct Answer: D
Feedback: The Feminist movement was closely tied to the ideals of the Enlightenment. Egalitarianism stressed the ways in which women and men were alike in their shared use of reason and the universality of human rights.
Key Concept: 3.3.III.C
Thematic Learning Objective: IS-4
Historical Thinking Skill: Comparison
- Correct Answer: A
Feedback: A pattern of British official opposition and continued rejection of women’s rights legislation turned the feminist movement towards militancy. Pankhurst led a campaign of violent protest and was herself arrested and jailed on several occasions.
Key Concept: 3.3.III.C
Thematic Learning Objective: SP-9
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: C
Feedback: Women’s suffrage was only one component of the Feminist movement. They also wished to improve women’s working conditions and provide access to education. These theories and strategies would carry Feminism well into the 20th century.
Key Concept: 3.3.III.C
Thematic Learning Objective: IS-9
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
- Correct Answer: C
Feedback: Old European colonialism was maritime and mercantile in nature. The new imperialism differed due to the accumulation of industrial wealth and power within Europe. Exportation of capital became a major economic incentive as European nations scrambled to stake their claims on the African continent.
Key Concept: 3.5.I.A
Thematic Learning Objective: INT-1
Historical Thinking Skill: Contextualization
- Correct Answer: A
Feedback: Europeans needed new markets for the exporting of manufactured goods, but they mostly needed raw materials. Rubber from tropical rubber trees in the Congo was in high demand and local people’s labor was used as a means of filling this demand.
Key Concept: 3.5.I.B
Thematic Learning Objective: INT-1
Historical Thinking Skill: Historical Causation
- Correct Answer: D
Feedback: Social Darwinism was a racist doctrine extolling the virtues of the white race. Distant countries and non-European people were seen to be in need of being civilized and controlled. Although slavery was suppressed and discouraged, Africans were still subjected to forced labor, under brutal conditions resulting in many deaths.
Key Concept: 3.5.I.B
Thematic Learning Objective: INT-7
Historical Thinking Skill: Historical Causation
- Correct Answer: C
Feedback: Imperial rivalries over Africa ruined European international relations. France and Britain came very close to war over territories. Although France eventually backed down, the situation left hard feelings between the two nations. These and other strained relations paved the way for conflicts that would lead to World War I.
Key Concept: 3.5.III.A
Thematic Learning Objective: SP-18
Historical Thinking Skill: Periodization
- Correct Answer: B
Feedback: In what became known as the Eastern Question, the declining Ottoman Empire posed not only diplomatic and political issues but gave birth to uprisings within the Empire, first in the Balkans followed by Greece. The weakening of the Ottoman Empire allowed instability to manifest in its European territories.
Key Concept: 3.4.I.C
Thematic Learning Objective: PP-10
Historical Thinking Skill: Historical Causation
- Correct Answer: C
Feedback: The Greek War for Independence signified everything the Congress of Vienna attempted to prevent. The objective of the Congress was long-term peace for Europe through conservative policies. They feared revolutions and made attempts to limit nationalism in order to maintain peace after the defeat of Napoleon.