AP European History Short Answer QuestionsPeriod 2
Question 1 is based on the passage below.
“Being convinced, on the one hand, that all violence to conscience is harmful, and, on the other, of the great benefit accruing to religion and to the State from a true Christian tolerance, We have found Ourselves moved to grant to the adherents of the Lutheran and Calvinist religions, and also to the non-Uniat Greek religion, everywhere, the appropriate private practice of their faith, regardless of whether it had been previously customary or introduced, or not.”
Joseph II, Toleration Patent for the Lands of the Austrian Empire, 1781
- Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Explain this passage in the context of Enlightened Absolutism.
B) Briefly explain ONE way in which the influence of Enlightenment philosophers and writers can be seen in the policy presented in the passage.
C) Choose one of the writers below and briefly explain ONE way in which his works supported the concept in this passage.
- David Hume
- Voltaire
- Gotthold Lessing
- Moses Mendelssohn
- Jean-Jacques Rousseau
Key Concept: 2.1.I.C
Thematic Learning Objective: SP-2
Thematic Learning Objective: SP-3
Thematic Learning Objective: OS-9
Historical Thinking Skill: Contextualization
Historical Thinking Skill: Synthesis
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Question Type: Short Answer
Stimulus Question: Yes
Points: 3
Question 2 is based on the passage below.
“And thereupon the said lords spiritual and temporal and commons . . . do . . . declare that the pretended power of suspending of laws or the execution of laws by regal authority without consent of parliament is illegal.
That levying money for or to the use of the crown . . . without grant of parliament for longer time or in other manner than the same is or shall be granted is illegal.
That it is the right of the subjects to petition the king and all commitments and protections for such petitioning are illegal.
That the raising or keeping a standing army within the kingdom in time of peace unless it be with consent of parliament is against law. . . .
That election of members of parliament ought to be free. . . .”
The English Bill of Rights
- Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Explain the passage in the context of Absolutism.
B) Explain ONE way that the English Bill of Rights incorporates Enlightenment ideals.
C) Brieflyexplain ONE difference between the ideals of the English Bill of Rights and the ideals of one other revolutionary document of the 17th or 18th century.
Key Concept: 2.1.II.A
Thematic Learning Objective: SP-1
Thematic Learning Objective: SP-2
Thematic Learning Objective: SP-7
Thematic Learning Objective: SP-11
Thematic Learning Objective: OS-9
Historical Thinking Skill: Contextualization
Historical Thinking Skill: Synthesis
Historical Thinking Skill: Comparison
Question Type: Short Answer
Stimulus Question: Yes
Points: 3
Question 3 is based on the map below.
Europe after the Congress of Vienna, 1814-1815
- Using the map above and your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE goal of the Congress of Vienna.
B) Briefly explain ONE example of how the map above illustrates the attempts of the Congress of Vienna to achieve its goals.
C) Briefly explain ONE example of an event or development which illustrates the failure of the Congress of Vienna.
Key Concept: 2.1.V.D
Thematic Learning Objective: SP-13
Thematic Learning Objective: SP-16
Thematic Learning Objective: SP-17
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Interpretation
Question Type: Short Answer
Stimulus Question: Yes
Points: 3
Question 4 is based on the passage below.
“Article 4. It is contrary to the principles of liberty and the Constitution for citizens with the same professions, arts, or trades to deliberate or make agreements among themselves designed to set prices for their industry or their labor. If such deliberations and agreements are concluded, whether accompanied by oath or not, they will be declared unconstitutional, prejudicial to liberty and the Declaration of the Rights of Man, and will be null and void. Administrative and municipal bodies shall be required to declare them as such.”
The Le Chapelier Law (14 June 1791)
- Use the passage above and your knowledge of European history to answer parts A, B, and C.
A)Explain ONE aspect of 18th century European economies that were experiencing drastic change.
B)Explain ONEadditional aspect of 18th century European economies that were experiencing drastic change.
C) Briefly explain ONE social or political response to restrictions such as those imposed by the Le Chapelier Law.
Key Concept: 2.2.I.A
Thematic Learning Objective: PP-1
Thematic Learning Objective: PP-2
Thematic Learning Objective: PP-7
Thematic Learning Objective: IS-2
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity or Change over Time
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Question Type: Short Answer
Stimulus Question: Yes
Points: 3
- Using your knowledge of European history, answer parts A, B, and C.
A)Explain ONE example of how other regions of Europe and/or its colonies were inspired by the French Revolution to change their state or political systems.
B)Explain ONEadditional example of how other regions of Europe and/or its colonies were inspired by the French Revolution to change their state or political systems.
C) Briefly explain ONE way in which reactions to Toussaint L’Ouverture and the Haitian rebellion differed from the reaction to other revolutions of the 18th century.
Key Concept: 2.1.IV.F
Thematic Learning Objective: SP-1
Thematic Learning Objective: SP-4
Thematic Learning Objective: SP-9
Thematic Learning Objective: SP-11
Thematic Learning Objective: SP-16
Thematic Learning Objective: OS-9
Thematic Learning Objective: PP-10
Thematic Learning Objective: IS-7
Thematic Learning Objective: IS-10
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Comparison
Historical Thinking Skill: Synthesis
Question Type: Short Answer
Stimulus Question: No
Points: 3
- Using your knowledge of European history, answer parts A, B, and C.
A)Briefly explain ONE aspect of Baroque music.
B)Briefly explain ONEadditional aspect of Baroque music.
C) Evaluate the extent to which Baroque music was part of a larger cultural shift in 17th century Europe.
Key Concept: 2.3.V.A
Thematic Learning Objective: SP-1
Thematic Learning Objective: OS-10
Historical Thinking Skill: Periodization
Historical Thinking Skill: Patterns of Continuity or Change over Time
Question Type: Short Answer
Stimulus Question: No
Points: 3
- Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE reason why Peter the Great was able to modernize in Russia more freely than monarchs in other countries.
B) Select ONE of the rulers in the list below and briefly explain ONE example of enlightenment concepts in the rule of that person.
- Peter the Great
- Catherine the Great
C) Briefly explain ONE limitation upon the ability of Russia to westernize in the 18th century.
Key Concept: 2.1.I.E
Thematic Learning Objective:SP-2, SP-3, OS-9
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Contextualization
Question Type: Short Answer
Stimulus Question: No
Points: 3
8. Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE example of how Napoleon embraced elements of the ideals from the French Revolution.
B) Briefly explain ONE example of how Napoleon rejected elements of the ideals from the French Revolution.
C)Briefly explain ONE additional example of how Napoleon rejected elements of the ideals from the French Revolution.
Key Concept: 2.1.V.A
Thematic Learning Objective: SP-3
Thematic Learning Objective:IS-7
Thematic Learning Objective:IS-9
Thematic Learning Objective:IS-10
Historical Thinking Skill: Contextualization
Historical Thinking Skill: Interpretation
Question Type: Short Answer
Stimulus Question: No
Points: 3