Question 1 Is Based on the Map Below of the Middle East in 1923

AP European History Short Answer QuestionANSWERSPeriod 4

Question 1 is based on the map below of the Middle East in 1923.

This map shows the Middle East in the years just after World War I. Using the map and your knowledge of European history, answer parts A, B and C.

A) Briefly explain the League of Nations mandate system and how it affected the map of the Middle East.

B) Briefly explain ONE impact of the mandate system in the interwar period.

C) Briefly explain ONE additional impact of the mandate system in the interwar period.

Learning Objective / Historical Thinking Skill / Key Concepts in the
Curriculum Framework
INT-3Analyze how European states established and administered overseas commercial and territorial empires.
INT-7Analyze how contact with non-European peoples increased European cultural and social diversity, and affected attitudes toward race.
INT-10Explain the extent of and causes for non-Europeans’ adoption of or resistance to European cultural, political or economic values and institutions, and explain the causes of their reactions.
SP-14Analyze the role of warfare in remaking the political map of Europe and in shifting the global balance of power in the 19th and 20 centuries.
IS-10Analyze how and why Europeans have marginalized certain populations (defined as “other”) over the course of their history. / Contextualization
Interpretation
Historical Causation / 4.1.VII.B

Answer

A) Explanations of the Mandate system and its effect on the Middle Eastern mapmay include the following:

The Mandate system established colonial rule by the British and French under the auspices of the League of Nations with the intention of preparing the Mandate territories for the eventual self-rule for which it was felt the inhabitants of each region were not yet ready.
The Mandate system stripped Middle Eastern territory from the Ottoman Empire and gave it to the British and French to oversee.
The new Mandate territories had little resemblance to any indigenous territories and their borders ignored the make-up and desires of the native populations.

B/C) Explanations of TWO impacts of the mandate system may include the following:

Many Arab nationalists in the Middle East were frustrated in their efforts for independence or union with Saudi Arabia by the Mandate system which gave oversight to European imperial powers.
The Mandate system committed Britain and France to prolonged burdens of attempting to quell unrest in Mandate territories throughout the globe.
The Mandate system not only angered the inhabitants of the former Ottoman territories, but was a source of tension with the Turks themselves from whom the territories had been taken.
German possessions throughout Africa and Asia were given to imperial powers, again frustrating nationalists and others who sought independence in various regions.
The arbitrary borders of the Mandate system split ethnic populations in various regions, increasing the clamor for the opportunity to establish national independent states.
The very concept of the Mandate system, that indigenous inhabitants of the various territories were unfit for independence, was viewed as an insult by the non-white inhabitants of each of the regions, whether in Africa, the Middle East, or elsewhere in Asia.
The Mandate system perpetuated unrest in the territories that the League of Nations gave to the British and French to oversee as many residents of those regions continued to agitate for independence.

Question 2 is based on the map below showing Cold War alliances.

Using the map and your knowledge of European history, answer parts A, B, and C.

A) Briefly explain ONE similarity between the economic and military alliances represented by the map above.

B) Select ONE type of alliance—either economic or military –and briefly explain why that type of alliancehad a more important impact in Europe than the other type.

C) Briefly explain ONE way in which the map illustrates the conceptof “containment” as a matter of policy.

Learning Objective / Historical Thinking Skill / Key Concepts in the
Curriculum Framework
INT-11Explain how European expansion and colonization brought non-European societies into global economic, diplomatic, military and cultural networks.
PP-5Analyze the origins, characteristics and effects of the post-World War II “economic miracle” and the economic integration of Europe (the Euro zone).
SP-14Analyze the role of warfare in remaking the political map of Europe and in shifting the global balance of power in the 19th and 20 centuries.
SP-19Explain the ways in which the Common Market and collapse of the Soviet Empire changed the political balance of power, the status of the nation state, and global political alliances. / Contextualization
Interpretation
Appropriate Use of Relevant Historical Evidence / 4.1.III.C 4.1.III.D 4.1.V.A

Answer

A) Explanations of ONE similarity between the economic and military alliancesmay include the following:

The economic and military alliances included many of the same nations on each side. Warsaw Pact nations were part of the COMECON while European members of NATO joined the EEC.
The economic unions were intended to aid and foster cooperation among the member countries in much the same way that the military alliances were intended to bolster their abilities to defend themselves.
The economic unions were intended to bind the military allies more closely together, particularly in the case of the Soviet Union and the Eastern Bloc.
In both cases, economic progress (as aided by the economic unions EEC and COMECON) was seen as a necessary tool in maintaining the military alliances (NATO and Warsaw Pact) and undercutting the appeal of the opponent’s economic and political ideals.

B) Explanations of ways in which one type of organization had a more important impact may include the following:

The military alliances, and the split between East and West that they encapsulated, were the defining aspect of the Cold War era.
The military alliances of the Cold War era were the driving force behind almost all political and economic decisions of the major world powers.
The economic resurgence and continued growth of western Europe under the EEC and beyond was the key to the collapse of communism in the long run. The inability of the Eastern Bloc to compete economically would end the divide that the military alliances had created.

C) Explanations of ONE way in which the map represents the policy of containment may include the following:

The map illustrates the policy of Containment as carried out by the United States through NATO by showing the attempt to create an alliance of non-communist states to encircle and “contain” the spread of communism from the Soviet Union and Eastern Bloc.
The inclusion of countries such as Italy, Greece, and Turkey, which do not border the Atlantic, clearly illustrates that NATO’s aims went far beyond the mutual defense of country’s of the North Atlantic as the term NATO implies, rather seeking to incorporate as many anti-communist European countries as possible..

Question 3 is based on the map below.

3.Using the map and your knowledge of European history, answer parts A, B, and C.

A) Briefly explain ONE reason for the establishment of authoritarian regimes throughout much of Europe during the period illustrated in the map above.

B) Briefly explain ONE way in which the information in the map correlates with the alliances which arose prior to and during World War II.

C) Briefly explain ONE way in which the pattern in the rise of authoritarian regimes as shown in the map above could be viewed as a result of World War I and the Treaty of Versailles.

Learning Objective / Historical Thinking Skill / Key Concepts in the
Curriculum Framework
PP-8 Analyze socialist, communist and fascist efforts to develop responses to capitalism and why these efforts gained support during times of economic crisis.
PP-11Analyze the social and economic causes and consequences of the Great Depression in Europe.
SP-6Explain how new ideas of political authority and the failure of democracy led to world wars, political revolutions, and the establishment of totalitarian regimes in the 20th century.
SP-8Explain how and why various groups, including communists and fascists, undermined parliamentary democracy through the establishment of regimes that maintained dictatorial control while manipulating democratic forms. / Contextualization
Interpretation
Historical Causation / 4.2.II.D

Answer

A) Explanations of ONE reason for the establishment of authoritarian regimes in the 19020s and 1930smay include the following:

Someauthoritarian regimes, particularly through the 1920s, were established as a conservative reaction to the radical political threats unleashed by World War I and the rise of communism that accompanied the end of World War I.
Some authoritarian regimes arose, at least partly, out of nationalistic anger over failed desires for additional territory in the wake of World War I (such as in Italy) or the loss of territory in the peace settlements (such as in Germany and Hungary).
Later authoritarian regimes arose as a response to the economic turmoil of the Great Depression years throughout the 1930s with the promise of remedying the economic injustices and placing blame on specific groups for the crisis, notably Jews and liberals.
The proximity of communist Russia made the threat of a communist take-over or invasion a legitimate threat in eastern and central Europe and provided a popular justification for authoritarian rule in those areas.

B) Explanations of ONE way in which the map correlates with the alliances of World War II may include the following:

Those countries of eastern and central Europe which saw the rise of authoritarian regimes all joined the Axis alliance at one point or another, with the exception of Albania, Greece, and Poland, those states which were attacked by Italy or Germany. Even these saw a fair number of fascist supporters for the authoritarian regimes once their states were conquered.
With the exception of Spain and Portugal, the authoritarian states on the map would become Axis territories either through alliance or conquest during World War II.

C) Explanations of ONE way in which the rise of authoritarian regimes was a result of World War I or the Treaty of Versailles may include the following:

Germany was the prime example of an authoritarian state that developed largely as a result of the outcomes of World War I. The heavy reparations and territorial losses of Germany in the Treaty of Versailles gave Hitler and the Nazis plenty of fodder for nationalist rhetoric which appealed to large segments of German society.
The arbitrary borders imposed in many regions by the post-World War I treaties ensured dispute between nations over ethnic territories, a recipe for conflict and prime justification for authoritarian rule.
The loss of territory by countries such as Germany, Austria, Bulgaria, and Hungary provided justification for nationalistic and militaristic regimes that favored authoritarian policies.
The turmoil and dislocations caused by World War I in all countries, including those on the victorious Allied side such as Italy, led to the appeal of regimes promising order and progress, such as offered by Mussolini and other fascists.

Question 4 is based on the passage below.

“All I could ever do was to offer you an opinion on one minor point—a woman must have money and room of her own if she is to write fiction; and that, as you will see, leaves the great problem of the true nature of woman and the true nature of fiction unsolved. I have shirked the duty of coming to a conclusion upon these two questions—women and fiction remain, so far as I am concerned, unsolved problems. But in order to make some amends I am going to do what I can to show you how I arrived at this opinion about the room and the money.”

—Virginia Woolf, A Room of One’s Own, 1929

4. Use the passage above and your knowledge of European history to answer parts A, B, and C.

A) Briefly explain the passage and how it may represent a challenge to traditional societal mores of the early 20th century.

B) Briefly explain ONE other example of a challenge to traditional societal values and ideals from the 1920s.

C) Explain ONE social or economic cause of these challenges to tradition in the 1920s.

Learning Objective / Historical Thinking Skill / Key Concepts in the
Curriculum Framework
PP-14Explain how industrialization elicited critiques from artists, socialists, workers’ movements and feminist organizations.
OS-10Analyze the means by which individualism, subjectivity, and emotion came to be considered a valid source of knowledge.
OS-13Explain how and why modern artists began to move away from realism and toward abstraction and the non-rational, rejecting traditional aesthetics. / Periodization
Appropriate Use of Relevant Historical Evidence
Historical Causation / 4.3.IV.B

Answer

A) Explanations of the passage in the context of a challenge to social normsmay include the following:

Woolf presents an argument for a woman needing to be independent if she is to accomplish anything as a writer.
Woolf implies the need for a woman to break free from the constraints of male domination and a male-dominated mode of thinking for a woman to be truly successful.
By implication, Woolf’s argument about a woman’s need for independence carries into life and the world beyond simply the writing of fiction.

B) Explanations of ONE other example of challenging social norms may include the following:

The works of Woolf and many other writers challenged traditional styles in literature, focusing more on the subconscious and irrational.
The works of writers such as James Joyce, Franz Kafka, and Marcel Proust explored intense psychological contexts and subject matter focused on introspection rather than on traditional reason and logical story progression.
In art, Dadaism gave expression to surrealist images stressing the subconscious world and the horrors of war and life in general.
Many women, as epitomized by the “flapper” in American culture, began to break with traditional, conservative social norms by wearing shorter skirts and hair as well as participating in athletic activities and wearing trousers much as men typically would wear.

C) Explanations of ONE cause of such challenges to traditional society may include the following:

Many artists and intellectuals chose to break from traditional means of expression and traditional values in rejection of the society they saw as responsible for the destruction of World War I.
Firsthand knowledge of warfare and destruction during World War I led many to reject the aspects of modern society that they viewed as being the source of despair for much of the world.
The so-called “Lost Generation” that survived the War had lost their sense of innocence and sought to explore the human psyche and enjoy life to its fullest in response to the fatalism engendered by the destruction of modern warfare.

5. Using your knowledge of European history, answer parts A, B, and C.

A) Briefly explain ONE cause of the student revolts of 1968 in Europe.

B) Briefly explain ONE example of the unrest seen in Europe during the 1968 student revolts.

C) Briefly explain ONE important impact of the 1968 student revolts on Europe.

Learning Objective / Historical Thinking Skill / Key Concepts in the
Curriculum Framework
PP-5Analyze the origins, characteristics and effects of the post-World War II “economic miracle” and the economic integration of Europe (the Euro zone).
SP-1 Explain the emergence of civic humanism and new conceptions of political authority during the Renaissance, as well as subsequent theories and practices that stressed the political importance and rights of the individual.
SP-9 Analyze how various movements for political and social equality—such as feminism, anti-colonialism, and campaigns for immigrants’ rights—pressured governments and redefined citizenship.
SP-12Assess the role of civic institutions in shaping the development of representative and democratic forms of government. / Historical Causation
Interpretation
Appropriate Use of Relevant Historical Evidence / 4.4.III.C

Answer

A) Explanations of ONE cause of the 1968 student revoltsmay include the following:

Many university students throughout Europe were disgruntled with the restrictive admissions process and rigidity of academic life at Europe’s institutions of higher education.
Many students were discouraged by the apparent lack of opportunities that awaited them upon completion of their education.
Student activism in the U.S. inspired by the Civil Rights movement and anti-Vietnam War protest motivated European students to follow suit and likewise protest their governments’ involvement and aid to the U.S. military efforts in Vietnam.
The proliferation of nuclear weapons stationed in Europe throughout the Cold War was a constant reminder of the peril faced by the world and a motivation to protest the military build-up that the Cold War fostered.
Many students protested against the environmental degradation inherent in modern, industrial society.
Many students in both East and West were outraged by the lack of reforms and change in society as they perceived it.

B) Explanations of ONE example of the unrest seen during the 1968 student revolts may include the following:

The most prominent student unrest in western Europe occurred during the “Days of May” in Paris whenuniversity students were joined by sympathetic workers in protesting police brutality and advocating for reform.
In eastern Europe, Czech students rose in opposition to communism inspired by the liberalizing policies of the Czech first secretary Alexander Dubcek in a movement known as the Prague Spring.
The student revolts and American civil rights movement inspired Northern Ireland Catholics to begin protesting the policies of the Protestant majority and Britain.

C) Explanations of ONE impact of the 1968 student revolts may include the following:

European universities conceded to some student demands by liberalizing policies and admissions.
In some areas, such as France, workers gained increased wages and benefits as a means to appease them and prevent their unifying with student movements.
Multiple countries saw a shift to more leftist governments and an accompanying increase in social welfare programs.
The radical nature of the unrest led to an immediate mobilization by conservative elements in society, such as in France where an overwhelmingly conservative majority was voted in to power in elections following the 1968 protests.
There was a long-term conservative reaction following the initial liberalization in many countries, with conservative regimes gaining power throughout the 1970s into the 1980s.
In Eastern Europe, the Prague Spring led to increased Soviet repression and the implementation of the Brezhnev Doctrine stating that Soviet intervention in its satellite states was justified in order to preserve communism.

6. Using your knowledge of European history, answer parts A, B, and C.