AP European History Short Answer Question ANSWERS Period 3
Question 1 is based on the passage below.
“Insurrection by means of guerrilla bands is the true method of warfare for all nations desirous of
emancipating themselves from a foreign yoke. This means of warfare supplies the want—inevitable at the
commencement of an insurrection—of a regular army; it calls the greatest number of elements into the
field, and yet may be sustained by the smallest number. It forms the military education of the people, and
consecrates every foot of the native soil by the memory of some warlike deed.”
Giuseppe Mazzini, 1831
1. Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Briefly explain ONE way Mazzini’s views were influenced by the political situation in Italy
during the early 19th century.
B) Briefly explain ONE reason an opponent of Mazzini’s views may have interpreted the situation
differently.
C) Explain ONE historical example of another nation facing similar concerns as Italian patriots such
as Mazzini during this time period.
Learning Objective
Historical
Thinking Skill
Key
Concepts in
the
Curriculum
Framework
SP-4 Analyze how new political and economic theories
from the 17th century and the Enlightenment challenged
absolutism and shaped the development of constitutional
states, parliamentary governments, and the concept of
individual rights.
Contextualization
3.3.I.F
SP-17 Explain the role of nationalism in altering the
European balance of power, and explain attempts made to
limit nationalism as a means to ensure continental
stability.
Interpretation
Appropriate Use of
Relevant Historical
Evidence
AP European History Short Answer Question ANSWERS Period 3
Answer
A) Explanations of Mazzini’s main point in this passage relative to Italian politics may include the
following:




Mazzini saw the multiple small states of Italy as distracted by fighting amongst
themselves instead of uniting to free themselves from foreign dominance.
Mazzini felt that freedom and unification for Italy required a popular movement to
accomplish such aims.
Italy of the nineteenth century was a fragmented patchwork of states constantly
manipulated and bullied by the larger powers of Europe. This led to a desire to throw off
the “foreign yoke.”
Large portions of Italy continued to be controlled by foreign nations, such as the
Austrians and Spanish, leading patriots such as Mazzini to call for independence and
unification.
B) Explanations of the views of opponents to Mazzini’s ideas may include the following:




Some opponents of Italian unification pointed to centuries of history and tradition in the
form of independent states which would lose their identities in a unified Italian state.
Some proponents of Italian unification sought to raise an army and fight for unification
on equal terms rather than through guerilla warfare, arguing that a popular rising could be
quelled or ignored as had already occurred in earlier decades.
Some proponents of unification hoped to free Italy from foreign influence through
diplomacy, negotiation, and political intrigue as a means to accomplish nationalist goals
without pitting Italians against other Italians or opening Italy to military intervention
from abroad.
Many Conservatives in Italy, as in the rest of Europe, viewed nationalism as dangerous
and wished to continue with the traditional multi-national states of the past that rested
upon feudal loyalties to a ruler rather than national identity. They viewed this traditional
structure as a more stable form of state.
C) Explanations of ONE example of another country seeking unification or independence may include the
following:



Germany, like Italy, continued to be a fragmented society that could be dominated and
bullied by larger powers.
Belgium was in the process of consolidating its independence and state following
attempts by Catholics as well as French and Flemish speaking inhabitants of the region to
throw off control by Dutch Protestants.
At the time of Mazzini’s writing, Greek patriots were in the midst of a guerilla war for
independence such as Mazzini called for in Italy.
AP European History Short Answer Question ANSWERS Period 3

Bulgarian and Rumanian Christians were beginning to agitate for independence from the
Ottomans just as the Greeks had begun to do.
Question 2 is based on the passage below.
“This is why we are passionate opponents both of the State and of every State. For so long as there exist
States, there will be no humanity; and so long as there exist States, war and its horrible crimes and
inevitable consequences, the destruction and general misery of the peoples, will never cease. So long as
there are States, the masses of the people will be de facto slaves even in the most democratic republics,
for they will work not with a view to their own happiness and wealth, but for the power and wealth of the
State.”
Mikhail Bakunin, ““Three Lectures to Swiss Members of the
International,” 1869-1871
2. Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Explain the main point of the passage in the context of Bakunin’s ideology.
B) Explain ONE counter-argument that could be used by opponents of Bakunin’s ideals.
C) Explain ONE additional counter-argument that could be used by opponents of Bakunin’s ideals.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
AP European History Short Answer Question ANSWERS Period 3
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.
Interpretation
OS-9 Explain how new theories of government and
political ideologies attempted to provide a coherent
explanation for human behavior and the extent to which
they adhered or diverged from traditional explanations
based on religious beliefs.
Comparison
3.3.I.E
Historical
Argumentation
IS-5 Explain how and why class emerged as a basis for
identity and led to conflict in the 19th and 20th centuries.
Answer
A) Explanations of the passage and its relation to anarchismmay include the following:



Bakunin argued the anarchist perspective that the existence of formal states was the
source of all political, military, and social conflict. In this view, without states, there
would not be violence and conflict.
The state, in Bakunin’s anarchist view, enshrined and preserved economic and social
inequality serving to keep the majority of the population in poverty and want while
diverting resources to purposes of the state.
Bakunin argues that states remove the good-natured tendencies of society and that it is
the state that is the source of the evils in society.
B/C) Explanations of TWO counter-arguments may include the following:




The primary source of contention with Bakunin’s viewpoint is over the role of the state in
society. Most detractors of anarchism would argue that the state exists to prevent the evils
and destruction that individuals may perpetrate.
The destruction of states would not end violence and warfare. Regardless of states,
humans would come into conflict over control or access to resources, thus warfare would
continue even if not between conflicting states.
One of the precepts of modern, liberal society is the right to private property as espoused
by John Locke. In this perspective, one of the main purposes of the state is to protect the
right to private property of individuals even if that means a greater portion of private
property for some individuals compared to the majority of the population.
Problems with the distribution of wealth are inherent in the existence of wealth, not the
existence of the state. Even without the state, greed and hoarding would exist and leave a
society of “haves” and “have-nots” with much the same problems as under governance of
a state.
AP European History Short Answer Question ANSWERS Period 3
Question 3 is based on the passage below.
“Let the sovereignty be granted us over a portion of the globe large enough to satisfy the rightful
requirements of a nation; the rest we shall manage for ourselves.
The creation of a new state is neither ridiculous nor impossible. We have in our day witnessed the process
in connection with nations which were not largely members of the middle class, but poorer, less educated,
and consequently weaker than ourselves. The Governments of all countries scourged by Anti-Semitism
will be keenly interested in assisting us to obtain the sovereignty we want.”
Theodor Herzl, The Jewish State, 1896
2. Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Explain Herzl’s main point in the passage.
B) Briefly analyze ONE incident or circumstance in the modern era that motivated the creation of a
Jewish state.
C) Briefly explain how ONE other “nation” established in Herzl’s time served as inspiration for the
creation of a Jewish state.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
IS-7 Evaluate how identities such as ethnicity, race, and
class have defined the individual in relationship to
society.
Periodization
3.3.I.G
IS-10 Analyze how and why Europeans have
marginalized certain populations (defined as “other”) over
the course of their history.
Appropriate Use of
Relevant Historical
Evidence
Historical Causation
AP European History Short Answer Question ANSWERS Period 3
Answer
A) Explanations of the passage and its relation to Zionism may include the following:



The point made by Herzl is that the creation of a Jewish state, the concept referred to as
Zionism, was an essential step in protecting Jews from harassment and persecution.
Herzl argues that the establishment of an ethnically homogenous state for Jews is a
logical step in the tradition of other nationalistic rebellions and states as seen throughout
Europe in the nineteenth century.
Herzl argues that a Jewish state would be a logical, peaceful solution to anti-Semitism
that would benefit all countries by preventing the turmoil caused by outbreaks of antiSemitism simply through removing Jews to a state of their own.
B) Explanations of ONE incident or circumstance that motivated the creation of a Jewish state may
include the following:




The turmoil surrounding the Dreyfus Affair was the immediate spark to Herzl’s ideas.
The rampant anti-Semitism of the Dreyfus treason trial illustrated the bigotry which still
existed toward Jews in France, as well as the rest of Europe.
Russian pogroms of the nineteenth century forced many Jews to flee their homes and
resulted in uncounted deaths.
The social dislocation caused by the Russian pogroms led to tensions in the bordering
states where increasing numbers of Jews fled. Increased Jewish populations led to
increased instances of anti-Semitism.
The most prominent and egregious event motivating the creation of a Jewish state was the
Nazi-incited Holocaust, albeit it an event well after the works of Herzl.
C) Explanations of ONE other nation’s success in creating an independent stateas a model for a Jewish
ethnic state may include the following:



The Greeks had established an independent state by the 1830s as a culmination of their
efforts to free themselves from Ottoman domination.
Belgium had been created in the early 1830s as a haven for Catholics from domination of
the Protestants of the northern part of the Netherlands. Although not ethnically uniform,
Belgium was a model for a state established to created freedom from religious
domination.
Italy in the 1860s was a sign of the type of state creation based upon common identity
that Zionists envisioned, despite Italy itself lacking much of the cultural unity that was at
times assumed. Italy was a prime example of creating a distinct ethnic enclave as a means
to fend off foreign domination and oppression.
AP European History Short Answer Question ANSWERS Period 3


Germany’s unification in the 1870s was a model of creating a strong state on the lines of
ethnic and nationalistic grounds.
The agitation of Bulgarians and Rumanians for independent states in the 1870s
culminating in their successful creation in 1878 mirrored calls for a Jewish state that
would allow them freedom to practice their own religion.
Question 4 is based on the passage below.
“The experience of recent years and previous centuries has proved how little Italy has benefitted from
conspiracies, revolutions, and disorderly uprisings. . . . And now the first conditions for the good of the
peninsula is the restitution of her good name, . . . . To this effect, two things are necessary: first, we must
prove to Europe that Italy has sufficient civic sagacity to govern herself liberally, and that she is in a
condition to give herself the most perfect form of government; secondly, we must show that our military
valour is still what it was in the time of our ancestors. In the last seven years you have done much for
Italy. You have proved to Europe that the Italians can govern themselves sagaciously….But you must do
more. Our country must give evidence that her children can fight courageously on the field. Believe this,
that the glory our soldiers will know how to achieve on the Eastern coasts will do more for the future of
Italy than all the noisy talking in the world. . . .”
Camillo di Cavour, speech to Parliament of Piedmont, 1855
4. Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Explain the main point of the passage.
B) Explain ONE way that an opponent of Cavour’s ideals may refute his argument.
C) Briefly explain how the Crimean War related to Cavour’s plans for Italy as presented in the
passage.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
AP European History Short Answer Question ANSWERS Period 3
SP-4 Analyze how new political and economic theories
from the 17th century and the Enlightenment challenged
absolutism and shaped the development of constitutional
states, parliamentary governments, and the concept of
individual rights.
SP-17 Explain the role of nationalism in altering the
European balance of power, and explain attempts made to
limit nationalism as a means to ensure continental
stability.
Contextualization
3.4.II.B;
3.4.III.A
Interpretation
Historical
Argumentation
PP-10 Explain the role of social inequality in contributing
to and affecting the nature of the French Revolution and
subsequent revolutions throughout the 19th and 20th
centuries.
Answer
A) Explanations of the passage and its relation to the unification of Italymay include the following:




The passage presents Cavour’s stance that Italians must prove themselves on the
international stage in order for the major powers to take the issue of Italian unification
seriously.
Cavour argues that rebellion and conspiracies are not as effective a means of achieving
Italian independence and unification as overt actions of good government and
international cooperation.
Cavour sought to gain the goodwill of major powers in Europe to back his plans to unite
Italy under Piedmont’s leadership. To do this, he felt Italy must aid in projects that the
Great Powers sought to accomplish so that they would acquiesce in Piedmont’s
leadership of a united Italy.
Cavour argues that action is needed to achieve Italy’s aims while the talking and debate
of the past had failed to achieve any benefit for Italy.
B) Explanations of ONE way that opponents could refute Cavour’s arguments may include the following:



The argument of many Italian patriots seeking independence and unification rested upon
the idea that the Italian states were not strong enough to openly face major European
powers and therefore should rely upon guerilla warfare to achieve their ends.
Some Italian patriots sought a peaceful path to unification arguing that Italy could be
unified piece by piece through diplomacy.
Many people throughout Europe, including a small segment of Italians, sought to
maintain feudal, multi-ethnic states based upon loyalty to a monarch, such as the Austrian
Empire. These Conservatives sought to hold on to the order and stability of the past
political and social order.
AP European History Short Answer Question ANSWERS Period 3

Many of the political elite of Piedmont, including some of Cavour’s supporters, did not
see the need for Italy to risk its soldiers’ lives in a foreign war or seek the approval of the
Great Powers to achieve its ends.
C) Explanations of the role of the Crimean War in Italian unification may include the following:



The Crimean War provided the opportunity for Italians, in the form of Piedmont troops,
to prove their worth on an international stage by aiding the British and French in the war
with Russia.
The Crimean War was an opportunity to gain the goodwill of France and Britain by
assisting in their war effort in the hopes that they would acquiesce to Piedmont’s
territorial ambitions in Italy.
Partly due to the French goodwill gained in the Crimean War, Piedmont gained the
assistance of French troops in driving the Austrians out of much of northern Italy,
allowing the unification of most of northern Italy under Piedmont’s rule and inspiring
rebellion in southern Italy against its foreign monarchical rulers.
5. Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain the role of the “Hungry ‘40s” in the unrest leading to the Revolutions of 1848.
B) Briefly explain ONE other factor leading to the Revolutions of 1848.
C) Briefly explain the most important impact of the Potato Famine on Ireland.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
PP-3 Explain how geographic, economic, social and
political factors affected the pace, nature and timing of
industrialization in western and eastern Europe.
Historical
Causation
3.2.V
Periodization
IS-10 Analyze how and why Europeans have
marginalized certain populations (defined as “other”) over
the course of their history.
Answer
Contextualization
AP European History Short Answer Question ANSWERS Period 3
A) Explanations of the role of the Hungry ‘40s in causing the Revolutions of 1848 may include the
following:





The poor harvests and accompanying famine of the 1840s led many peasants to chafe
under the traditional social and economic strictures in much of Europe.
The poor harvests and accompanying famine of the 1840s led many peasants to resent the
inaction of most governments to attempt to ease their plight.
The economic struggles of the 1840s caused many people, peasants and middle class
liberals alike, to resent the lack of reform in the wake of the 1830s revolutions.
Oppressed peoples throughout Europe blamed others for their misfortunes: the Irish
blamed the British; many Germans blamed the Jews; and peasants universally blamed
wealthy merchants and nobles.
Repression of discontent during the 1840s led to a backlash against conservative,
Restoration governments.
B) Explanations of one additional cause of the Revolutions of 1848 may include the following:





The liberal reforms of Pope Pius IX inspired others, particularly in Italy, to seek reform
from their governments.
Long-standing grievances amongst peasants and laborers erupted in conflict over
merchant control of prices and landlords’ exorbitant rents.
The dislocation and change of a modernizing, urbanizing, and industrializing society
called into question many traditional aspects of society and politics.
Increasingly wealthy commoners, the emerging middle class, sought a greater say in
politics and commercial policy.
The conservative, Restoration governments of Europe failed to follow through on the
promises of reform that seemed possible following the revolutions of the 1830s and
proved to be increasingly reactionary, thus alienating greater numbers of the populace.
C) Explanations of the most important impact of the Irish Potato Famine may include the following:




The Irish Potato Famine saw the death of as many as one million people. This dramatic
population decline had the most profound impact of all factors upon Ireland’s future.
The famine drove nearly two million Irish to emigrate, the vast majority to the United
States. The departure of so many able-bodied Irish left Ireland reeling under labor
shortages and reshaped the ethnic make-up of the United States.
The failure of the British government to attempt to remedy the crisis enflamed tensions
over British domination of Ireland as many blamed British trade restrictions for much of
the calamity.
The famine alerted many in Ireland to the need to diversify and modernize agricultural
production in the country.
6. Using your knowledge of European history, answer parts A, B, and C.
AP European History Short Answer Question ANSWERS Period 3
A) Select ONE of the attempts at resistance to European imperialism from the list below and briefly
explain ONE impact of that attempt.
 the Sepoy Rebellion
 the Boxer Rebellion
 the Meiji Restoration
 the creation of the Indian Congress party
B) Select ONE more of the attempts at resistance to European imperialism from the list below and
briefly explain ONE impact of that attempt.
 the Sepoy Rebellion
 the Boxer Rebellion
 the Meiji Restoration
 the creation of the Indian Congress party
C) Select one of the incidents you chose in (A) or (B) and explain ONE reason it had a more
important impact than the other incident you chose.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
INT-1 Assess the relative influence of economic,
religious, and political motives in promoting exploration
and colonization.
Interpretation
3.5.III.C
SP-9 Analyze how various movements for political and
social equality—such as feminism, anticolonialism, and
campaigns for immigrants’ rights—pressured
governments and redefined citizenship.
Appropriate Use of
Historical Evidence
Comparison
IS-7 Evaluate how identities such as ethnicity, race, and
class have defined the individual in relationship to
society.
Answer
A/B) Explanations of the impact of TWO instances of resistance to European imperialism may include
the following:
The Sepoy Rebellion
AP European History Short Answer Question ANSWERS Period 3



The rebellion initiated by Sepoys, Indian soldiers in the employ of the British, led to
widespread turmoil and violence throughout India until eventually put down by the
British.
The rebellion led to the British government assuming direct control of India from the
British East India Company.
The British, in response to the rebellion, began a program of modernizing India; building
extensive railroads, investing widely in industrial development (under British control and
to Britain’s economic benefit), and imposing a stricter reform of the police and judiciary.
The Boxer Rebellion



The brutal anti-foreigner sentiment of the Boxer Rebellion led to a unified attempt by
imperial powers to suppress the revolt, which resulted in a large number of deaths on both
sides.
The failure of the Boxer Rebellion led to the forced leasing of significant portions of China
(such as Hong Kong) to European powers. These extra-territorial portions of China would
exist as symbols of disunity for decades.
The Chinese were burdened by reparation payments for the expenses of the Imperial powers
in suppressing the revolt which stunted the Chinese economy for decades.
The Meiji Restoration



The Meiji Restoration succeeded in modernizing Japan and making a force to be
reckoned with that could, and did, stand up to European powers on an equal footing.
The Japanese decided, under Meiji rule, to modernize on its own terms as a means to
compete with and defend itself against European powers.
The nationalistic reforms of the Meiji Restoration put Japan on a crash course with the
Imperial powers in Asia.
The creation of the Indian Congress party



The establishment of the Indian Congress was an important step in unifying Indian
sentiment for independence.
The Indian Congress gave leadership and direction to India’s independence movement,
things India had lacked in earlier rebellions and unrest, such as the Sepoy Rebellion.
The Indian Congress would provide the means to fill the political void left when the
British departed India, serving as one of the main political parties throughout the history
of post-colonial India.
C) Explanations of why one instance of resistance had a more important impact may include the
following:
The Sepoy Rebellion
AP European History Short Answer Question ANSWERS Period 3

The Sepoy Rebellion changed the nature of British rule in India with a profound impact
upon the growth and development of India.
o In contrast, the Boxer Rebellion did not have as lasting of an impact upon China.
o In contrast, the Meiji Restoration did not fundamentally alter the relationship
between Japan and Europe.
o In contrast, the Indian National Congress did not have a concrete impact until
decades later.
The Boxer Rebellion

The brutal Boxer Rebellion served to dramatically weaken China leading directly to the
turmoil and unrest that would plague the country for the following four decades.
o By comparison, the Sepoy Rebellion in India did not have the same degree of impact
upon the governance of the country; India continued to be ruled by the British while
China struggled through imperial collapse, attempts at self-governance, and civil war.
o By comparison, the Meiji Restoration was a peaceful internal transition that did not
cause the kind of disruptions that occurred in China.
o By comparison, the Indian National Congress failed to have the kind of immediate
impact as seen from the Boxer Rebellion.
The Meiji Restoration

The Meiji Restorationsucceeded in maintaining the independence of Japan, something the
other events were unable to accomplish, making Japan a world power in the process.
o In contrast, the Sepoy Rebellion led to decades more of rule by the British.
o In contrast, the Boxer Rebellion led to decades of further turmoil and exploitation
by European powers in China.
o In contrast, the Indian National Congress took decades to gain Indian home-rule
as opposed to maintaining independence and thriving as Japan managed to do.
The creation of the Indian Congress party

The establishment of the Indian National Congress created a relatively peaceful internal
approach to gaining independence without the large-scale prolonged violence of other
independence movements.
o By comparison, the Sepoy Rebellion had spurred more thorough control by the
British as opposed to gaining self-rule for India.
o By comparison, the Boxer Rebellion led to increased exploitation of China and
prolonged instability and turmoil.
o By comparison, the Meiji Restoration enacted changes that destroyed much of
traditional Japanese culture for the sake of modernization and led to the imperial
AP European History Short Answer Question ANSWERS Period 3
actions of Japan, directly in imitation of the European imperialists that they
opposed.
7. Using your knowledge of European history, answer parts A, B, and C.
A) Identify ONE negative aspect of working class life following the Industrial Revolution which
spurred calls for reform.
B) Briefly explain ONE attempt to improve the quality of life for the working class by the mid1800s.
C) Briefly explain ONE additional attempt to improve the quality of life for the working class by the
mid-1800s.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
PP-15 Analyze efforts of government and
nongovernmental reform movements to respond to
poverty and other social problems in the 19th and 20th
centuries.
Periodization
3.2.III.B
IS-6 Evaluate the causes and consequences of persistent
tensions between women’s role and status in the private
versus the public sphere.
Patterns of
Continuity or
Change over Time
Interpretation
IS-9 Assess the extent to which women participated in
and benefited from the shifting values of European
society from the 15th century onwards.
Answer
A) Explanations of ONE negative aspect of working class life may include the following:

The practice of employing children in factories and mines was common due to the lower
wages they could be given compared to adult male workers.
AP European History Short Answer Question ANSWERS Period 3





The practice of employing women in factories and mines was common due to the lower
wages they could be given compared to adult male workers.
Many workers, including women and children, worked very long hours, often 12 or 14
hours per day.
Much industrial work took place in unsafe, or downright dangerous, conditions such that
industrial accidents leading to deaths and disfigurement were commonplace.
Low wages for industrial workers led many families to rely on the income of both father
and mother working to make ends meet. This had a negative impact upon the family unit
as child care was often left to older siblings or children were left unsupervised.
Low wages for industrial workers led many families to rely upon additional income from
putting their children to work in the factories and mines to help support the family.
B/C) Explanations of TWO attempts at improving the quality of life for the working class may include the
following:






In Britain, the Factory Act of 1833 established an inspection system to enforce new
regulations governing child labor in mills, including a ban on the use of children under
the age of nine in the mills.
o The Factory Act allowed younger children to remain at home, or hopefully, in
school.
o The Factory Act provided for enforcement of labor laws, something which had
been lacking previously, and made later laws more effective as well.
In Britain, the Mines Act of 1842 banned the use of females or children under the age of
9 in underground mines.
o The Mines Act saved women and children from the most dangerous of work that
the industrial age had presented.
In Britain, the Ten Hours Act of 1847 established 10 hours as the maximum to be worked
by women and children per day.
o The Ten Hours Act gave women and children more time away from work and
provided a boost to family life which had been under assault by the new regimen
of industrial life.
Throughout Europe, governments passed legislation to provide reduced labor for women
and children, thus opening more jobs for unemployed males which aided the wealth of
families as a whole.
Throughout Europe labor and radical political movements agitated for improved working
conditions and better pay for industrial workers.
The right to strike became an important tool gained by workers in most major countries.
8. Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain Otto von Bismarck’s view of German nationalism
B) Briefly explain Adolph Hitler’s view of German nationalism.
AP European History Short Answer Question ANSWERS Period 3
C) Briefly explain ONE important difference between their views.
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.
Periodization
3.3.I.F
3.4.II.B
4.2.II.B
OS-9 Explain how new theories of government and
political ideologies attempted to provide a coherent
explanation for human behavior and the extent to which
they adhered or diverged from traditional explanations
based on religious beliefs.
Historical
Argumentation
Comparison
OS-12 Analyze how artists used strong emotions to
express individuality and political theorists encouraged
emotional identification with the nation.
SP-17 Explain the role of nationalism in altering the
European balance of power, and explain attempts made to
limit nationalism as a means to ensure continental
stability.
Answer
A) Explanations of Bismarck’s viewsof German nationalism may include the following.


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Bismarck disliked nationalism and nationalists but viewed them as a useful tool to help
accomplish his aims of strengthening and expanding Prussian power and influence.
Bismarck used nationalism as a means to undercut clamor for reform and as a means to
“steal the thunder” of republican nationalists.
Bismarck viewed nationalism as a tool to be coupled with conservatism to save
traditional aristocratic rule.
Bismarck appealed to nationalistic and liberal ideals only when it served his purposes.
B) Explanations of Hitler’s views of German nationalism may include the following.
AP European History Short Answer Question ANSWERS Period 3
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Hitler was an avid supporter and advocate of German nationalism.
Hitler sought to use the nationalism of the lower classes as a means to empower his
concepts of reform and change.
Hitler’s racial and ethnic policies were the height of ultra-nationalism, intended to purify
the nation to allow for unbridled development and expression of nationalism.
C) Explanations of ONE important difference between the views of Bismarck and Hitler may include the
following.
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Bismarck feared nationalism whereas Hitler embraced nationalism whole-heartedly.
Bismarck viewed nationalism as a power to be controlled while Hitler sought to unleash
unbridled nationalism.
Bismarck sought to use nationalism as a tool to help maintain traditional political order
and practices while Hitler sought to use nationalism as a means to reshape society and in
many ways base society upon nationalism.