AP
®
European
History
Practice Exam
FROM THE COURSE AND EXAM
DESCRIPTION
Effective
Fall 2017
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Contents
About AP 1
AP European History Exam 4
Exam Overview 4
Practice Exam 5
Section I, Part A: Multiple-Choice Questions 5
Section I, Part B: Short-Answer Questions 34
Section II, Part A: Document-Based Question 37
Section II, Part B: Long Essay Questions 41
Answer Key and Question Alignment to Course Framework 42
About AP
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Additional AP studies are
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See the following research studies for more details:
Linda Hargrove, Donn Godin, and Barbara Dodd, College Outcomes Comparisons by AP and Non-AP
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Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and
College Graduation (Austin, Texas: National Center for Educational Accountability, 2006).
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AP European History Practice Exam
About AP
1
Oering AP Courses and Enrolling Students
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The College Board strongly encourages educators to make equitable access a guiding
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AP European History Practice Exam
About AP
2
How AP Exams Are Scored
The exam scoring process, like the course and exam development process, relies on the
expertise of both AP teachers and college faculty. While multiple-choice questions are scored
by machine, the free-response questions are scored by thousands of college faculty and expert
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lowest raw score needed to earn an AP score of 5 is equivalent to the average score among
college students earning grades of A in the college course. Similarly, AP Exam scores of 4 are
equivalent to college grades of A−, B+, and B. AP Exam scores of 3 are equivalent to college
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AP Score Recommendation
5 Extremely well qualied
4 Well qualied
3 Qualied
2 Possibly qualied
1 No recommendation
Additional Resources
Visit apcentral.collegeboard.org for more information about the AP Program.
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AP European History Practice Exam
About AP
3
AP European History Exam
Exam Overview
The AP European History Exam is 3 hours and 15 minutes long and includes both a
95-minute multiple-choice and short-answer section (Section I) and a 100-minute free-response
section (Section II). Each section is divided into two parts, as shown in the table below. Student
performance on these four parts will be compiled and weighted to determine an AP Exam score.
Section Question Type
Number of
Questions Timing
Percentage of
Total Exam Score
I
Part A: Multiple-choice
questions
55 questions 55 minutes 40%
Part B: Short-answer
questions
3 questions
Required
Question 1:
1600–2001
w
Required
Question 2:
1600–2001
w
w
Choose
between
Question 3:
periods 1–2
OR
Question 4:
periods 3–4
40 minutes 20%
II
Part A: Document-based
question
1 question:
topics from
1600–2001
60 minutes
(includes a
15-minute
reading period)
25%
Part B: Long essay
question
1 question,
chosen from
three options
on the same
theme:
period 1
w
w
periods 2–3
w
periods 3–4
40 minutes 15%
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AP European History Practice Exam
4
Practice Exam
After the practice exam you will nd a table that shows which key concepts, learning
objectives, and primary practice or skill is assessed in each question. The table also provides
the answers to the multiple-choice questions.
Section I
Part A: Multiple-Choice Questions
As demonstrated in the following section, question sets will be organized around two to ve
questions that focus on a primary or secondary source.
Questions 1–4 refer to the passage below.
“Assume, O men of the German lands, that ancient spirit of yours with which you
so oen confounded and terried the Romans and turn your eyes to the frontiers of
Germany; collect her torn and broken territories. Let us be ashamed, ashamed I say,
to have placed upon our nation the yoke of slavery. . . . O free and powerful people, O
noble and valiant race. . . . To such an extent are we corrupted by Italian sensuality and
by erce cruelty in extracting lthy prot that it would have been far more holy and
reverent for us to practice that rude and rustic life of old, living within the bounds of
self-control, than to have imported the paraphernalia of sensuality and greed which
are never sated, and to have adopted foreign customs.”
Conrad Celtis, oration delivered at the University of Ingolstadt, 1492
1. e passage above most clearly shows the inuence of which of the following trends in
eenth-century Europe?
(A) e development of natural philosophy based on inductive and deductive reasoning
(B) e revival of classical learning and the development of Northern humanism
(C) e continued reliance on traditional supernatural explanations of the world
(D) e development of Baroque dramatic forms to enhance the stature of elites
2. Celtis’ discussion of Italian inuence in the German lands is most similar to which of
the following?
(A) Machiavelli’s criticism of Italian political systems in e Prince
(B) Galileo’s science-based inquiries that threatened the authority of Catholic world
views
(C) Erasmus’ arguments in favor of religious toleration and criticizing traditional
superstitions
(D) Martin Luther’s criticisms of the Catholic Church in his Ninety-ve eses
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AP European History Practice Exam
5
Section I, Part A
3. e political condition of Germany described in the passage did not change until
(A) 1789
(B) 1815
(C) 1871
(D) 1945
4. Which of the following groups in the nineteenth century would most likely have agreed
with the sentiments in the passage?
(A) Industrial capitalists
(B) Radical anarchists
(C) Romantic nationalists
(D) Utopian socialists
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AP European History Practice Exam
6
Section I, Part A
Questions 5–8 refer to the passage below.
“Anno Domini 1618, a great comet appeared in November. To see the thing was terrible
and strange, and it moved me and changed my disposition so that I started to write,
because I thought that it meant something big would occur, as then really did happen. . . .
Anno Domini 1619, Ferdinand became the Holy Roman Emperor, under whom a great
persecution happened through war, unrest, and the spilling of the blood of Christians. . . .
First, he started a big war in Bohemia, which he then oppressed and subjugated under
his religion, then almost the whole of Germany was conquered, all of which I can hardly
describe and explain.”
Hans Herberle, shoemaker in Ulm, southern Germany,
personal chronicle compiled in the 1630s
5. e conict that Herberle describes in his chronicle resulted in which of the following?
(A) e establishment of several religiously pluralistic and tolerant states within the
German-speaking regions
(B) e weakening of the Holy Roman Empire and the strengthening of smaller
sovereign states within its boundaries
(C) e virtual extinction of all Christian denominations except Lutheranism and
Roman Catholicism within the German-speaking regions
(D) e political unication of most of the German-speaking regions under a
Protestant, rather than a Catholic monarch
6. Based on the passage, which of the following can be safely inferred about Herberle’s
religious aliation?
(A) He was a member of a Lutheran church.
(B) He was a member of a Calvinist church.
(C) He was not a member of any established church.
(D) He was not Roman Catholic.
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AP European History Practice Exam
7
Section I, Part A
7. A historian could best use Herberle’s discussion of the comet as evidence for which of
the following features of early modern intellectual life?
(A) e diusion of new scientic knowledge in the general population of Europe
(B) e continued popularity of astrology among members of the elite
(C) e persistence of a traditional view of the world as governed by supernatural
forces
(D) e growing tension between religious and scientic explanations of natural
phenomena
8. e ability of someone of Herberle’s social status in seventeenth-century Germany to
read and write was most likely the result of which of the following?
(A) e diusion of Renaissance humanist ideas to areas outside Italy
(B) e Protestant Reformation’s emphasis on individual study of the Bible
(C) e establishment of mandatory systems of national education
(D) e growth of representative forms of government as alternatives to absolutism
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AP European History Practice Exam
8
Section I, Part A
Questions 9–12 refer to the passage below.
“e Natives of New-Holland may appear to some to be the most wretched people upon
Earth, but in reality they are far happier than we Europeans; being wholly unacquainted
not only with the superuous but the necessary Conveniencies so much sought aer in
Europe, they are happy in not knowing the use of them. ey live in a Tranquility which
is not disturbed by the Inequality of Condition: e Earth and sea of their own accord
furnishes them with all things necessary for life, they covet not Magnicent Houses,
Household-stu, etc., they live in a warm and ne Climate and enjoy a very wholesome
Air, so that they have very little need of Clothing. . . . Many to whom we gave Cloth le it
carelessly upon the beach and in the woods as a thing they had no manner of use for. In
short they seemed to set no Value upon any thing we gave them, nor would they ever part
with any thing of their own for any one article we could oer them; this in my opinion
argues that they think themselves provided with all the necessaries of Life and that they
have no superuities.”
James Cook, British naval ocer, describing the inhabitants of Australia, 1770
9. Accounts of non-European peoples similar to Cook’s portrayal of the inhabitants of
Australia contributed most directly to the development of which of the following?
(A) Romanticism
(B) Enlightenment rationalism
(C) Positivism
(D) Nationalism
10. Compared to Cook’s portrayal of the inhabitants of Australia in the late eighteenth
century, the predominant European view of non-European peoples in the
late nineteenth century had changed in which of the following ways?
(A) Europeans in the late nineteenth century tended to view less structured and
hierarchical societies as more desirable political models.
(B) Europeans in the late nineteenth century tended to view lack of technological
development as evidence of cultural inferiority.
(C) Europeans in the late nineteenth century tended to view economically undeveloped
societies as fairer and more just.
(D) Europeans in the late nineteenth century tended to view climate as less signicant
than other factors in determining social development.
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AP European History Practice Exam
9
Section I, Part A
11. Cook’s observations concerning the material culture of the inhabitants of Australia
most clearly reect the inuence of which of the following developments in Europe?
(A) e decline in power of the landed aristocracy relative to commercial elites
(B) e increase in agricultural productivity known as the Agricultural Revolution
(C) Protestant reaction against ornate forms of decoration and religious imagery
(D) e expanded availability and use of consumer goods
12. Cook’s voyages were primarily a result of which of the following eighteenth-century
developments?
(A) Competition among European powers to create commercial empires
(B) Rivalries between Catholic and Protestant countries to gain converts overseas
(C) Private support for scientic exploration
(D) Eorts to secure new sources of labor for industrialization
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10
Section I, Part A
Questions 13–15 refer to the song lyrics below.
“To Versailles like bragging lads
We brought with us all our guns
We had to show, though we were but women, A courage that no one can reproach us for.
Now we won’t have to go so far
When we want to see our King.
We love him with a love without equal, Since he’s come to live in our Capital.”
Song of the poissardes (Paris market women), October 1789
13. e events referred to in the song led most directly to which of the following?
(A) e formalization of a constitutional monarchy in France
(B) e creation of a republican government in France
(C) e installation of Napoleon as Emperor of the French
(D) e restoration of the Bourbon monarchy
14. e poissardes and other participants in the events described in the song were
motivated most strongly by which of the following?
(A) An economic crisis brought about by food shortages
(B) e desire to institute free-market principles in the French economy
(C) e failure of France to gain substantial advantages from its wars with Britain
(D) e fear that Enlightenment ideas about government would undermine the basis of
monarchy
15. e participation of women such as the poissardes led to which of the following during
the early phases of the French Revolution?
(A) Wage equality for women
(B) Permanent legal equality for women, but no political rights
(C) Temporary improvements in women’s legal status
(D) Loss of rights previously held by women
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AP European History Practice Exam
11
Section I, Part A
Questions 16–18 refer to the map below.
Beemsterlants Caerte by Daniel van Breen. Courtesy of the Zuiderzee Museum.
Above is a 1664 map of a 28-square-mile polder, an example of farmland reclaimed from wetlands in the Netherlands
during the seventeenth century. The square grid represents intersecting roads and drainage canals; the rectangular
strips represent individual family landholdings.
16. Infrastructure projects such as the one depicted on the map are best understood in the
context of which of the following?
(A) e diusion of new agricultural technology from European overseas colonies
(B) e negative impact of the reimposition of serfdom on agricultural productivity
(C) e intensication of agricultural production in response to the development of a
market economy
(D) e continued importance of hierarchy and status in rural European society
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AP European History Practice Exam
12
Section I, Part A
17. By the mid-eighteenth century, developments in agriculture similar to the ones
reected in the map led to which of the following in some parts of western Europe?
(A) Rural overpopulation and migration to the cities
(B) An intensication of the pattern of Malthusian demographic cycles
(C) e decline of patriarchy and the adoption of more egalitarian gender roles among
the peasantry
(D) e emergence of a new pattern of delaying marriage and childbirth as a means to
limit rural birthrates
18. In addition to new patterns of landownership and land use, which of the following
factors had the greatest impact on western European agriculture in the seventeenth and
eighteenth centuries?
(A) e beginning of the cooling period known as the Little Ice Age
(B) e increasing cultivation of new crops brought from the Americas
(C) e increasing use of synthetic chemical fertilizers
(D) e increasing use of steam engine technology in agriculture
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AP European History Practice Exam
13
Section I, Part A
Questions 19–22 refer to the passage below.
“e purpose of the geography curriculum was to come to know the narrower and
broader Fatherland and to awaken one’s love of it. . . . From [merely learning the names
of] the many rivers and mountains one will not see all the Serbian lands, not even the
heroic and unfortunate eld of Kosovo [on which the Ottomans defeated the Serbs in
1389]; from the many rivers and mountains children do not see that there are more Serbs
living outside Serbia than in Serbia; they do not see that Serbia is surrounded on all sides
by Serbian lands; from the many mountains and rivers we do not see that, were it not for
the surrounding Serbs, Serbia would be a small island that foreign waves would quickly
inundate and destroy; and, if there were no Serbia, the remainder of Serbdom would feel
as though it did not have a heart.”
Report to the Serbian Teachers’ Association, 1911–1912
19. e report best reects which of the following goals of public education systems in the
period before the First World War?
(A) Heightening awareness of the dangers of international conict
(B) Greater appreciation of the Ottoman legacy in the Balkans
(C) Training bureaucrats for imperial posts
(D) Instilling feelings of nationalism
20. e conditions referred to in the report were most directly a result of which of the
following developments?
(A) e transformation of the Habsburg Empire into the dual monarchy of Austria-Hungary
(B) e emergence of new Balkan states as the Ottoman Empire declined
(C) e growth of international tensions following Bismarck’s dismissal as chancellor
of Germany
(D) e increase of economic competition between imperial powers for industrial
resources
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AP European History Practice Exam
14
Section I, Part A
21. Sentiments similar to those expressed in the report most directly contributed to which
of the following developments in the late twentieth century?
(A) e development of the European Union during the Cold War
(B) e development of COMECON in Eastern Europe
(C) Ethnic conict aer the collapse of communism
(D) e move by European nations to relinquish their colonies
22. In the interwar period, educators in which of the following countries would most likely
have had a view of geography education similar to that expressed in the passage?
(A) Germany
(B) Great Britain
(C) France
(D) e Soviet Union
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AP European History Practice Exam
15
Section I, Part A
Questions 23–26 refer to the passage below.
“Twentieth-century Fascism is a byproduct of disintegrating liberal democracy. Loss of
hope in the possibilities of existing order and society, disgust with their corruption and
ineectiveness, above all the society’s evident loss of condence in itself, all these produce
or spur a revolutionary mood in which the only issue lies in catastrophic action—but
always with a strong social tinge: ‘I place my only hope in the continuation of socialist
progress through fascisms,’ writes Drieu [a French Fascist author of the 1930s]. And the
editor of the French Fascist publication, the Insurgent, Jean-Pierre Maxence, would call
for insurgents of all parties to join ‘the front of united youth, for bread, for grandeur and
for liberty, in immense disgust with capitalist democracy.’ From this angle, as from many
others, Fascism looks very much like the Jacobinism of our time.”
Eugen Weber, historian, Varieties of Fascism, 1964
23. Which of the following features of the French Revolution would best support Weber’s
argument comparing Fascism to Jacobinism?
(A) e passage of laws ending the hereditary privileges of the nobility
(B) Napoleon’s seizure of power from the Directory
(C) e wars to protect Revolutionary France from foreign invasion
(D) e economic price and wage controls imposed during the Reign of Terror
24. Weber’s argument linking Fascism and Jacobinism implies that he was inuenced by
which of the following?
(A) Marxist materialist analysis of social change and historical development
(B) Social Darwinist belief in the importance of struggle in historical progress
(C) Positivist emphasis on the role of technology in shaping human aairs
(D) Post-modernist subjectivist critiques of the ethos of western society
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AP European History Practice Exam
16
Section I, Part A
25. Which of the following would most contradict Weber’s thesis concerning the
fundamental character of Fascism?
(A) Mussolini’s membership in the Italian Socialist Party prior to founding the Italian
Fascist movement
(B) e spread of Fascism to eastern European countries in the 1930s
(C) e growth of National Socialism in Germany during the economic crisis of the
early 1930s
(D) Franco’s support for traditional Catholic values in his Spanish Fascist movement
26. Which of the following would best explain the appeal of Fascism in France alluded to
in the passage?
(A) e French alliance with Italy during the First World War
(B) Political instability in France aer the First World War
(C) Lingering anti-Semitism in France in the aermath of the Dreyfus aair
(D) e incorporation of Alsace into France aer the First World War
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AP European History Practice Exam
17
Section I, Part A
27. e attitude exemplied by the poster was likely LEAST inuenced by which of the
following?
(A) Soviet inuence over Western European communist parties during the Cold War
(B) e Marshall Plan
(C) e creation of NATO
(D) e creation of the United Nations
28. e creators of the poster also likely opposed which of the following?
(A) Greater involvement of women in politics and education
(B) e expansion of social welfare programs
(C) e continued French government of Algeria
(D) e expansion of Soviet economic inuence in Eastern Europe
29. e political sentiment expressed in the poster would have the greatest inuence on
which of the following?
(A) e collapse of the Soviet Union
(B) e development of the European Union
(C) e increase in the number of migrant laborers in Western Europe
(D) e student rebellions of 1968
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AP European History Practice Exam
19
Section I, Part A
Questions 30–32 refer to the passages from religious texts below.
“No matter how learned a woman may be, silence her in matters of faith and the Church.
For it is certain what the ancients said, that which makes a woman prettiest is silence on
her lips for all conversation, and particularly for the mysteries of holiness and so she is not
to be a teacher of the doctrine of the Sacred Scriptures.”
Fernando Valdés, Spain, 1537
“It pleased our Lord and Savior Jesus Christ. . . being free from original and all other sins,
from the time of his conception till the hour of his death, to be begotten of a woman, born
of a woman, nourished of a woman, obedient to a woman; and that he healed women,
pardoned women, comforted women. . . and aer his resurrection appeared rst to a
woman, and sent a woman to declare his most glorious resurrection to the rest of his
Disciples.”
Emilia Lanier, England, 1611
30. e passages are best understood in the context of which of the following?
(A) e humanist debate over education and the rights of women
(B) e debate over the role of women in society prompted by the Reformation
(C) e wars between Spain and England during the sixteenth and seventeenth
centuries
(D) e revival of the study of classical texts
31. Valdés’ argument reects which of the following developments of this period?
(A) e concern over women’s emigration to the New World
(B) e armation by the Roman Catholic Church hierarchy of women’s
subordination in matters of religion
(C) e Renaissance humanist revival of Greek and Roman attitudes towards women
(D) e growing popularity of monasticism for Catholic women
32. Lanier’s publication of an argument for increased respect for women was made possible
by which of the following?
(A) e spread of literacy and personal engagement with religious texts
(B) Elizabeth I’s use of magisterial religious authority on behalf of women
(C) e opening of clerical positions to women
(D) New scientic writings that challenged classical learning
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AP European History Practice Exam
20
Section I, Part A
Questions 33–36 refer to the graph below.
SEED YIELDS* FOR WHEAT AND BARLEY, 1600-1850
1600
Year
17001650 1750 1800
5
10
Seed Yields for Wheat and Barley
Great Britain and the Low Countries
France, Spain, and Italy
Central Europe and Scandinavia
Eastern Europe
Source: Adapted from Norman J. G. Pounds, A Historical Geography of Europe, Volume II: 1500-1840, Cambridge
University Press, 1979, p. 182.
*Seed yield (or crop yield) is the number of grain seeds harvested for each seed sown.
33. e patterns shown on the graph most directly contributed to which of the following?
(A) e increasing number of Europeans emigrating to the Americas
(B) e early industrialization of Britain and the Low Countries
(C) e large size of France’s population
(D) e increasing importance of eastern Europe as a grain exporter
34. In the late 1700s and early 1800s, liberal political economists in western Europe used
information similar to the data shown in the graph to argue that
(A) governments should require landholders to make agricultural improvements
(B) the export of food crops and other agricultural products should be restricted
(C) agricultural work had moral and physical benets that were superior to those of
industrial labor
(D) abolition of common agricultural land holdings would result in greater agricultural
productivity
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Section I, Part A
35. Apart from the changes in seed yield shown on the graph above, which of the following
most directly aected Europe’s ability to feed itself in the period 1600-1800?
(A) e creation of large cash-crop plantations in the Americas
(B) e cultivation of New World crops in Europe
(C) e widespread mechanization of agriculture
(D) e decreasing tendency of armies to target civilian populations during wartime
36. Based on the information in the graph, which of the following regions was most likely
to avoid the Malthusian trap concerning food supply and population?
(A) Great Britain and the Low Countries
(B) France, Spain, and Italy
(C) Central Europe and Scandinavia
(D) Eastern Europe
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Section I, Part A
Questions 37–39 refer to the political cartoon below.
“Border Embarrassment,” cartoon published in a German newspaper, 1834.
Photo Credit: bpk, Berlin/Art Resource, NY
The cartoon shows adjacent entry and exit border crossings of Lippe-Schaumberg, one of the
small states in northwestern Germany.
Cartoon caption: “You see, Mr. Border Ocial, that I have nothing to declare, because what’s in
the back of the cart has not yet crossed Lippe’s border, there is nothing in the middle, and what’s
in the front of the cart has already cleared Lippe’s border.”
37. At the time of the cartoon’s publication, the political conditions referred to had been
most recently rearmed by
(A) the French Revolution
(B) the abolition of the Holy Roman Empire by Napoleon
(C) the settlement at the Congress of Vienna
(D) the July Revolution of 1830
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Section I, Part A
38. Which of the following conclusions is best supported by the cartoon?
(A) German liberals regarded the status quo in the German states as an obstacle to
progress.
(B) German conservatives were largely caught o guard by the outbreak of the
Revolutions of 1848.
(C) ere was a strong resentment against Schaumburg-Lippe and the other small
German states among people living in the larger German states, such as Prussia
and Bavaria.
(D) Regional, local, and state-specic loyalties made the emergence of a common
German identity impossible.
39. Which of the following developments in nineteenth-century German history was most
directly a response to the concerns expressed in the cartoon?
(A) e establishment of social welfare legislation providing old-age and disability
pensions for workers
(B) e creation of the Zollverein, a customs union under Prussian leadership, which
facilitated trade and hastened industrialization
(C) e Prussian government’s support for the creation of an extensive rail network in
German states
(D) e persistence of primitive agricultural practices and landowning patterns in
some parts of the German lands
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Section I, Part A
Questions 40–43 refer to the passage below.
“First, the natives of India, so far as I have seen, and speaking generally, are barbarians. It
is necessary that you should have special care for all your sons of the Jesuit Order in India
in commending them to God our Lord continually, for you know what a great toil it is to
have to do with people who through their very habitual evil living neither know God nor
obey reason. . . .
I see clearly, my only Father, by my experience here, that no road is opening for the
perpetuation of the Jesuit Order among the natives. Christianity will last among them
only as long as we who are here or those whom you will send from Europe will last and
live. . . .
e Portuguese here control only the sea and the places on the seashore, and so they are
not masters [in the interior] but only in the places where they live. e native Indians are
not at all inclined to the things of [Christianity] but rather abhor them greatly. It irks them
mortally when we speak to them and ask them to become Christians.”
Francis Xavier, Spanish Jesuit priest in India, letter to Ignatius Loyola, head of the
Society of Jesus, 1549
40. e Portuguese presence in India most directly resulted from which of the following?
(A) e desire to obtain greater access to precious metals and luxury goods
(B) e desire to secure a supply of labor for expanding manufacturing in Europe
(C) e desire to create new plantations for the production of cash crops
(D) e desire to establish new markets for European manufactured goods
41. Xavier’s views in the second paragraph support which of the following conclusions
about the period 1450–1648?
(A) Christianization eorts were more successful in Asia than in the Americas.
(B) Christianization was used to justify the African slave trade.
(C) Christianization was generally in conict with mercantilist policies.
(D) Christianization both depended on and legitimized European colonial expansion.
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Section I, Part A
42. Xavier’s views of indigenous populations as expressed in the passage were most
similar to views commonly held by late-nineteenth-century Europeans in which of the
following ways?
(A) Both views reected a fear of native inuences on Christianity.
(B) Both views reected a sense of admiration for foreign cultures.
(C) Both views reected a sense of cultural superiority.
(D) Both views reected a sense of moral ambiguity concerning colonization.
43. e religious order of which Xavier was a member was important in the history of
sixteenth-century Europe primarily because it
(A) challenged Protestant teachings and helped revive the Church during the Catholic
Reformation
(B) studied Greek and Roman texts but challenged secular values in Renaissance
humanism
(C) ensured that Catholic institutions remained outside monarchical control
(D) revived universities in eastern Europe
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Section I, Part A
Questions 44–46 refer to the poem below. Questions 44–46 refer to the passage below.
“e foundations of old knowledge have collapsed.
Wise men have probed the depths of the earth;
Treasures of buried strata furnish the proofs of creation.
[Religion] is no longer the apex of fulllment for the intelligent.
Atlas does not hold up the earth, nor is Aphrodite divine;
Plato’s wisdom cannot explain the principles of evolution.
‘Amr is no slave of Zayd, nor is Zayd ‘Amr’s master *—
Law depends upon the principle of equality.
Neither the fame of Arabia, nor the glory of Cairo remains.
is is the time for progress; the world is a world of science;
Is it possible to maintain society in ignorance?”
Sâdullah Pasha, Ottoman intellectual, e Nineteenth Century, poem, 1878
* Zayd and ‘Amr are Muslim names traditionally used in Islamic legal opinions in the generic sense of
“John Doe 1” and “John Doe 2.”
44. Based on the poem, it can be inferred that Sâdullah Pasha was most inuenced by
which of the following?
(A) Social Darwinism
(B) Positivism
(C) Romantic nationalism
(D) Abolitionism
45. e last three lines of the poem best illustrate which of the following aspects of
Europe’s relationship with the rest of the world in the late nineteenth century?
(A) European imperial encroachments provoked a cultural backlash and a rejection of
Western values in many areas of Africa and Asia.
(B) Colonial subjects began organizing politically to overthrow European rule.
(C) Many countries were made dependent on Europe economically and politically
through treaties and trade agreements.
(D) Adoption of Western ideas caused many non-Western peoples to call for the
modernization of their own societies and states.
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Section I, Part A
46. By the 1920s and 1930s, the ideas concerning science and progress reected in the
poem underwent which of the following transformations?
(A) e ideas were largely rejected by non-Western leaders as incompatible with
indigenous norms and cultures.
(B) e ideas were largely supplanted by a revival of religious sentiment in the wake of
the First World War.
(C) e ideas came to be regarded with suspicion by many European intellectuals in
the light of subsequent scientic discoveries and political events.
(D) e ideas were regarded with increasing hostility by European intellectuals in the
wake of growing anticolonial movements in Asia and Africa.
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Section I, Part A
Questions 47–49 refer to the following passage.
“To Commissar Lenin, Chairman of the Russian Socialist Republic:
We middle- and poor-peasant laborers have never been either bourgeois or speculator-
proteers, or drunkards, or pickpockets, or lazybones-parasites of the upper class. . . .
[e Bolshevik provincial authorities] have not tried to raise and improve the working
level of the people. All they do is extort, rob, and take away what has been amassed by our
hard and persistent labor and thri. Let’s take for example some families in the village:
the rst one is the Kulikhins, who have three plots of land and seven healthy, strong men;
they abandoned their land and house and wander around and beg. Another family—the
Obraztsovas—is a woman who has young children and old folks to take care of; yet she
plows the land herself and takes care of everything else. And now it turns out that that the
Kulikhins are considered poor peasants [and are protected by the Bolsheviks], while the
Obraztsovas are classied as bourgeois: grain and livestock were taken from them and
the authorities imposed on them heavy requisitions and taxes. And so the poor lazybones
grow richer than the rest of us a thousand times. e wealth of the peasant is accumulated
through thri. So where is justice? ere is no such thing.”
Petition from peasants from the Vologda region, Russia, 1920
47. e petition best supports which of the following conclusions?
(A) Most Russian peasants opposed the Bolshevik Revolution and supported the
Whites in the Russian Civil War.
(B) Peasant notions of social status and social hierarchy were at odds with Bolshevik
notions of class formation and class consciousness.
(C) ere was a large surplus of arable land in the Russian countryside that was not
being cultivated.
(D) Despite the revolution, peasant ideas of ethical living and proper behavior were
still deeply inuenced by Christian teachings.
48. Which of the following was most directly a cause of the inequalities in land ownership
among the Russian peasantry referred to by the petitioners?
(A) Peter the Great’s westernizing reforms
(B) e abolition of serfdom
(C) e Revolution of 1905
(D) Lenin’s New Economic Policy
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Section I, Part A
49. e Bolshevik policies decried by the petitioners in the passage would be carried to
their logical conclusion in which later Soviet policy?
(A) e policy of allowing limited private market activity under the New Economic
Policy
(B) e policy of rapid industrialization under the Five Year Plans
(C) e policy of liquidating the kulaks as a class and the formation of collective farms
(D) e policy of mass incarceration of political opponents in the Gulag
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Section I, Part A
Questions 50–52 refer to the painting below.
© 2013 Artists Rights Society (ARS), New York / VG Bild-Kunst, Bonnbpk, Berlin / Bayerische Staatsbibliothek, Munich,
Germany / Art Resource, NY
50. e painting is an example of which of the following developments in modernist
European art?
(A) Artists’ turn to dreams and the subconscious as a source of inspiration
(B) Artists’ abandonment of realistic representation in order to convey internal
emotional states
(C) Artists’ glorication of technological progress in the machine age
(D) Artists’ exploration of non-European cultures as a source of ne w subject matters
and styles
51. e situation of war veterans such as those depicted in the image was most eectively
used to sway public opinion during the interwar period by which of the following
groups in Germany?
(A) Right-wing nationalists critical of government ineectiveness
(B) Pacists wishing to illustrate the horrors of modern warfare
(C) Social Darwinists seeking to illustrate their belief in survival of the ttest
(D) Leists seeking to show how the working classes were oppressed through military
recruitment
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Section I, Part A
52. Otto Dix’s painting is part of the cultural context of
(A) the dislocation and pessimism of the “lost generation”
(B) Christian churches’ response to totalitarianism
(C) a condence in technology’s ability to x society’s problems
(D) a return to traditional modes of artistic expression
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Section I, Part A
Questions 53–55 refer to the passage below.
“Interrogator: Do you believe that the imperialist states and their agencies are not
interested in weakening and undermining the Soviet regime but in strengthening it? Is
that how we must interpret you?
Yuri Orlov: As is well known, my documents have been used in the West by those
progressive forces whose criticism has clearly improved certain aspects of human rights
in the Soviet Union. I have in mind statements by communists in France, Italy, and [other
countries]. . . . One must bear in mind that even criticism from hostile forces can be useful
for a regime. For example, criticism of capitalism by the Soviet Union has undoubtedly
strengthened that system and prolonged its existence. However, I did not appeal to hostile
forces [in the West], but either to the international public as a whole, or to le-wingers,
including communists. . . . ”
Interrogation record of Soviet physicist and dissident Yuri Orlov, accused of
supplying documents to Western human rights’ groups, conducted by the KGB,
December 29, 1977
53. e interrogator’s reference to “imperialist states” is best understood in the context of
which of the following?
(A) Decolonization following the conclusion of the Second World War
(B) e distribution of German colonies to Britain and France through the mandate
system
(C) e emergence of fascist states in Western Europe
(D) Ideological conicts associated with the Cold War
54. e interrogation recorded in the passage best demonstrates continuity with which of
the following?
(A) Stalin’s program of economic centralization
(B) Lenin’s free-market reforms associated with the New Economic Policy
(C) Khrushchev’s de-Stalinization policies
(D) Stalin’s policies toward political opponents
55. e Soviet regime’s approach to dissent as exemplied in the passage would be most
signicantly changed as a result of which of the following?
(A) e increase of diplomatic pressure from the United Nations
(B) e resurgence of ethnic instability in Central and Eastern Europe
(C) e implementation of Gorbachev’s policies of perestroika and glasnost
(D) e period of growth in Western Europe known as the “economic miracle”
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Section I, Part A
Part B: Short-Answer Questions
There are four short-answer questions on the exam. Students answer Question 1 and
Question 2. They then choose to answer either Question 3 or Question 4. Note that the short-
answer questions do not require students to develop and support a thesis statement.
Use the passage below to answer all parts of the question that follows.
“It must never be forgotten that, in so far as their voices can be heard at all, the common
people of Europe [under Napoleon’s empire] had dierent priorities and preoccupations
from those of the propertied classes. eirs had not been ‘the empire of the professionals,’
but of the recruiting sergeant and the canceled Holy Day. Napoleonic rule le very
deep scars in the body of Europe, all the more profound for being less tangible than
the ideological divisions within the educated, propertied elites. . . . e struggle against
Napoleon was one of diversity against standardization, of tradition against innovation, of
dynastic loyalty against usurpation. It was a popular struggle. . . about preserving the past,
a past in which the ‘nation-state’ had no part.”
Michael Broers, Europe Under Napoleon, 1799–1815, published in 1996
1. a) E xplain how one piece of evidence supports Broers’ argument regarding the eects
of Napoleon’s rule on the common people of Europe.
b) Explain how one piece of evidence undermines Broers’ argument regarding the
eects of Napoleon’s rule on the common people of Europe
c) Explain one example of a foreign occupation in the twentieth century, that
provoked reactions similar to those described by Broers.
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Section I, Part B
Use the map to answer all parts of the question that follows.
The map above shows an 1857 project for the construction of new streets and city blocks in the Austrian capital
Vienna. The old city is in the middle, bordered by a proposed ring of new boulevards and neighborhoods.
2. a) D escribe how one demographic trend in the mid-1800s prompted governments to
embark on urban redesign programs such as the one illustrated above.
b) Describe how one political trend in the mid-1800s prompted governments to
embark on urban redesign programs such as the one illustrated above.
c) Explain how urban redesign programs such as the one illustrated above reected
changing ideas about recreation or leisure in nineteenth century Europe.
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Section I, Part B
Choose EITHER Question 3 OR Question 4.
3. a) Describe one signicant change in the relationship between church and state in
England from the beginning of the Reformation to the end of the English Civil War.
b) Describe one signicant continuity in the relationship between church and state in
England from the beginning of the Reformation to the end of the English Civil War.
c) Explain one signicant eect of changes in the relationship between church and
state in England from the beginning of the Reformation to the end of the English
Civil War.
4. a) D escribe one signicant continuity in the role of organized religion in European
life in the twentieth century.
b) Describe one signicant change in the role of organized religion in European life in
the twentieth century.
c) Explain how one political development aected the role of organized religion in
European life in the twentieth century.
Scoring the Response
For a short-answer question, a good response should:
n
accomplish all three tasks set by the question. It should answer each task with complete
sentences and must show some specic knowledge of history to receive credit.
Depending on the question, a good response should:
n
explain a historical interpretation, compare two interpretations, and/or explain how
evidence relates to an interpretation.
n
go beyond simply quoting or paraphrasing primary or secondary sources in explaining their
meaning or signicance.
n
address causes and eects, similarities and dierences, or continuities and changes over
time for dierent historical issues, and provide specic evidence in relation to the prompt.
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Section I, Part B
Section II
Part A: Document-Based Question
There will be one document-based question on the exam.
In the sample question that follows, the main reasoning skill being assessed is continuity and
change over time, though the document-based question on the exam may focus on other skills.
Question 1. Evaluate whether or not the First World War was a transformative event in
European women’s history.
Document 1
Source: “Votes for Heroines as well as Heroes,” cover illustration, Votes for Women, weekly
magazine, November 26, 1915.
© Mary Evans Picture Library / The Women’s Library @ LSE
[CHIVALRY, looking at British Prime Minister H. H. Asquith]:
“Men and women protect one another in the hour of death.* With the addition of the
woman’s vote, they would be able to protect one another in life as well.”
* a reference to the November 17, 1915, sinking of the British hospital ship Anglia, many of whose
female nurses died asking that the wounded soldiers onboard be rescued rst
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Section II, Part A
Document 2
Source: Paul von Hindenburg, Chief of the German General Sta, letter to German
Chancellor Bethmann Hollweg, 1916.
It is also my opinion that women’s work should not be overestimated. Almost all intellectual
work, heavy physical labor, as well as all real manufacturing work will still fall on men—in
addition to the entire waging of the war. It would be good if clear, ocial expression were
given to these facts and if a stop were put to women’s agitation for parity in all professions,
and thereby, of course, for political emancipation. . . . After the war, we will still need the
woman as spouse and mother. I thus strongly support those measures, enacted through
law, prerogative, material aid, etc., aimed at that eect. In spite of the strong opposition to
such measures, it is here that vigorous action needs to be taken in order to extinguish the
inuence of this female rivalry, which disrupts the family. . . . If I nevertheless urge that the
requirement to work be extended to all women who are either unemployed or working in
trivial positions, now and for the duration of the war, I do so because, in my opinion, women
can be employed in many areas to a still greater degree than previously and men can thereby
be freed for other work.
Document 3
Source: Countess de Courson, French author, The French Woman during the War, 1916.
The task of the peasant woman is heavy, and for the past eighteen months they have
accomplished it admirably, although perhaps today with a little more lassitude. In 1914,
some of the eld work was completed by the men before they left for war, by the young
soldiers of the class of 1915 . . . who were still there to do their fair share of the work. The
summer of 1915 was more dicult to get through; the mourning, the deep anxiety pressed
on these peasant women, many of them knowing today that the empty places at the hearth
will stay that way forever. Despite the crushing weight of physical and emotional fatigue,
they continued, with few exceptions, to face up to the necessities of the war.
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Section II, Part A
Document 4
Source: Madeline Ida Bedford, English middle-class poet writing in the voice of a working-
class woman, 1917.
Munition Wages
Earning high wages?
Yes, ve pounds* a week.
A woman, too, mind you,
I calls it damn sweet.
You’re asking some questions—
But bless you, here goes:
I spends the whole racket
On good times and clothes.
We’re all here today, mate,
Tomorrow—perhaps dead,
If Fate tumbles on us
And blows up our shed.
Afraid! Are you kidding?
With money to spend!
Years back I wore tatters,
Now—silk stockings my friend!
Worth while, for tomorrow
If I’m blown to the sky,
I’ll have repaid my wages
In death—and pass by.
*British currency
Document 5
Source: Private G. F. Wilby, British frontline soldier, letter to his ancée, Ethel Baxter, 1918.
Whatever you do, don’t go in Munitions [manufacturing] or anything in that line—just ll
a Woman’s position and remain a woman—don’t develop into one of those “things” that
are doing men’s work, as I told you in one of my letters, long ago. I want to return and nd
the same loveable little woman that I left behind—not a coarse thing more of a man than a
woman—I love you because of your womanly little ways and nature, so don’t spoil yourself
by carrying on with a man’s work—it’s not necessary.
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Section II, Part A
Document 6
Source: Maria Botchkareva - Yashka, Russian woman soldier, My Life as Peasant, Ocer and
Exile, memoir, 1919
The Colonel gave the signal. But the men on my right and to the left of Captain Petrov would
not move. They replied to the Colonel’s order with questions and expressions of doubts as to
the wisdom of advancing.
The cowards!
We decided to advance in order to shame the men, having arrived at the conclusion that they
would not let us perish in No Man’s Land. . . . Some of my girls were killed outright, many
were wounded. . . . We swept forward and overwhelmed the rst German line, and then the
second . . . our regiment alone captured two thousand prisoners.
Document 7
Source: Women as percentage of the industrial workforce in France, 1911–1926.
Date 1911 1914* 1915 1916 1917 1918 1919 1920 1921 1926
34.0% 31.9% 40.1% 40.0% 40.4% 40.3% 36.4% 32.0% 31.7% 28.6%
*as of July 1914
Scoring the Response
For the document-based question, a good response should:
n
respond to the question with an evaluative thesis that makes a historically defensible
claim. The thesis must consist of one or more sentences located in one place, either in the
introduction or the conclusion. Neither the introduction nor the conclusion is necessarily
limited to a single paragraph.
n
describe a broader historical context immediately relevant to the question that relates the
topic of the question to historical events, developments, or processes that occur before,
during, or after the time frame of the question. This description should consist of more than
merely a phrase or a reference.
n
explain how at least one additional piece of specic historical evidence, beyond those
found in the documents, relates to an argument about the question. (This example must be
dierent from the evidence used to earn the point for contextualization.) This explanation
should consist of more than merely a phrase or a reference.
n
use historical reasoning to explain relationships among the pieces of evidence provided in
the response and how they corroborate, qualify, or modify the argument, made in the thesis,
that addresses the entirety of the question. In addition, a good response should utilize the
content of at least six documents to support an argument about the question.
n
explain how the document’s point of view, purpose, historical situation, and/or audience is
relevant to the argument for at least four of the documents.
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Section II, Part A
Part B: Long Essay Questions
Students will choose one of three long essay questions to answer. The long essay requires
students to demonstrate their ability to use historical evidence in crafting a thoughtful
historical argument. In the following questions, students will analyze an issue using the
reasoning skill of comparison.
The three questions focus on the same reasoning skills but apply them to dierent time
periods. This allows students to choose which time period and historical perspective they are
best prepared to write about.
Question 2. Evaluate the most signicant dierence between the Italian Renaissance and
the Northern Renaissance.
Question 3. Evaluate the most signicant dierence between Enlightenment thinkers’
view of reason and Romantic thinkers’ view of reason.
Question 4. Evaluate the most signicant dierence between European governments’
responses to nationalism in the period 1815 to 1850 and European governments’ responses
to nationalism in the period 1945 to 2000.
Scoring the Response
For the long essay question, a good response should:
n
respond to the question with an evaluative thesis that makes a historically defensible
claim. The thesis must consist of one or more sentences located in one place, either in the
introduction or the conclusion. Neither the introduction nor the conclusion is necessarily
limited to a single paragraph.
n
explain how a relevant historical context inuenced the topic addressed in the question.
It should also relate the topic of the question to broader historical events, developments,
or processes that occur before, during, or after the time frame of the question. This
explanation should consist of more than merely a phrase or a reference.
n
use historical reasoning to explain relationships among the pieces of evidence provided in
the response and how they corroborate, qualify, or modify the argument, made in the thesis,
that addresses the entirety of the question.
Further exam resources such as sample student responses, scoring
guidelines, and past exam questions can be found on AP Central.
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Section II, Part B
Answer Key and Question Alignment
to Course Framework
Multiple-Choice
Question Answer Main Practice/Skill Assessed Learning Objectives Key Concepts
1 B
Contextualization OS-1 1.1.I.B
2 D
Comparison NI-3 1.2.I.B
3
C Continuity and Change over Time SP-9 3.4.III.B
4
C Comparison OS-7 3.3.I.F
5
B Causation SP-2 1.5.I.B
6
D Analyzing Historical Evidence NI-2 1.2.I.B
7
C Analyzing Historical Evidence OS-1, OS-3 1.1.IV.D
8
B Causation IS-1 1.1.II.A
9
A Causation OS-7, NI-4 2.3.VI.B
10
B Continuity and Change over Time INT-3 3.5.I.C
11
D Contextualization PP-1 2.2.II.C
12
A Contextualization INT-1 2.2.III
13
A Causation SP-2 2.1.IV.B
14
A Contextualization PP-4 2.1.IV.A
15
C Causation IS-4 2.1.IV.E
16
C Contextualization PP-3, IS-1 1.4.II.B
17
A Continuity and Change over Time PP-2 2.4.IV.A
18
B Causation INT-5 2.2.II.D
19
D Contextualization NI-1 3.3.I.F
20
B Causation NI-4 3.4.III.E
21
C Causation NI-2 4.1.III.E
22
A Comparison NI-4 4.2.II.A, 4.4.I.A
23
D Comparison SP-3 2.1.IV.C
24
A Analyzing Historical Evidence OS-5, PP-5 3.6.II.C
25
D Analyzing Historical Evidence OS-4 4.2.II.C
26
B Contextualization NI-4 4.4.I.A
27
D Contextualization INT-5 4.1.IV.A
28
C Analyzing Historical Evidence NI-4 4.1.VI.C
29
D Continuity and Change over Time INT-5 4.4.III.C
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© 2017 The College Board
AP European History Practice Exam
Answer Key and Question Alignment
42
Multiple-Choice
Question Answer Main Practice/Skill Assessed Learning Objectives Key Concepts
30
B Contextualization IS-2 1.4.IV.B
31
B Contextualization OS-4, IS-4 1.2.I.D
32
A Causation IS-1 1.1.II.B
33
B Causation PP-2, IS-1 2.4.IV.A
34
D Analyzing Historical Evidence PP-5 3.3.II.A
35
B Causation INT-5 1.3.IV.B
36
A Analyzing Historical Evidence PP-2 2.4.I.A
37
C Contextualization SP-9 3.4.I.B
38
A Analyzing Historical Evidence NI-3 3.4.I.C
39
B Causation SP-3 3.1.II.B
40
A Causation INT-1 1.3.I.A
41
D Analyzing Historical Evidence INT-6 1.3.I.C
42
C Contextualization NI-3 1.2.II.D
43
A Continuity and Change over Time INT-3 3.5.I.C
44
B Contextualization OS-5 3.6.II.A
45
D Analyzing Historical Evidence INT-6 3.5.III.C
46
C Continuity and Change OS-5 4.3.II.A
47
B Analyzing Historical Evidence IS-5 3.2.I.B
48
B Causation PP-4 3.4.II.D
49
C Continuity and Change over Time SP-3, PP-5 4.2.I.E
50
B Contextualization OS-7 3.6.III.D
51
A Continuity and Change NI-4 4.2.II.A, 4.4.I.A
52
A Contextualization IS-3 4.4.I.A
53
D Contextualization SP-9, NI-4 4.1.IV.B
54
D Continuity and Change over Time SP-7 4.2.I.E
55
C Continuity and Change over Time SP-2 4.2.V.C
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© 2017 The College Board
AP European History Practice Exam
Answer Key and Question Alignment
43
Short-Answer
Question Main Practice/Skill Assessed
Learning
Objectives Key Concepts
1 Analyzing Secondary Sources NI-3 2.1.V
2 Causation PP-5 3.3.II
3 Continuity and Change over Time OS-2 1.2.I, I.2.II, 1.2.III
4 Continuity and Change over Time OS-2 4.3.III
Document-
Based Question Main Practice/Skill Assessed
Learning
Objectives Key Concepts
1 Continuity and Change over Time IS-2, IS-5 4.4.I, 4.4.II
Long Essay
Question Main Practice/Skill Assessed
Learning
Objectives Key Concepts
2 Comparison OS-1, OS-2 1.1.I, 1.1.II
3 Comparison OS-3, OS-6,
OS-7
2.3.IV, 2.3.VI
4 Comparison OS-7, NI-1,
NI-4
3.3.I, 3.4.I, 4.1.V,
4.4.IV
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© 2017 The College Board
AP European History Practice Exam
44
Answer Key and Question Alignment
