AP European History Multiple Choice ANSWERS Period 1
1. Correct Answer: A
Feedback: The invention of the printing press around 1450 resulted in the mass production of
information on a scale never seen before. This allowed the circulation of printed materials acting
as agents of change and allowed the spread throughout Europe of new ideas and knowledge.
Key Concept: 1.1.II.A
Thematic Learning Objective: OS-5
Historical Thinking Skill: Historical Causation
2. Correct Answer: C
Feedback: Prior to the use of a printing press, the church controlled access to Bibles and they
were written only in Latin. The printing press not only allowed access to the scriptures for
common people, it facilitated translations into the common languages of Europe. This was a
direct challenge to church control over knowledge and the access to it.
Key Concept: 1.1.II.A
Thematic Learning Objective: OS-2
Historical Thinking Skill: Historical Causation
3. Correct Answer: D
Feedback: The Protestant Reformation made great use of the printed word in their propaganda
campaign against the Catholic Church. Pamphlets were easy to produce and reached many
people with their controversial ideas. This contributed to the spread and success of the
Reformation movement.
Key Concept: 1.1.II.B
Thematic Learning Objective: OS-2
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
4. Correct Answer: B
Feedback: One of the main concepts of the Italian Renaissance was the belief in the nobility of
man as an individual. This humanistic belief spilled over into the arts and influenced artists to
portray naturalistic settings in their paintings.
Key Concept: 1.1.III.B
Thematic Learning Objective: OS-5
Historical Thinking Skill: Contextualization
5. Correct Answer: D
Feedback: The art of Da Vinci’s time emphasized realism based on observation. Art in earlier
centuries followed certain styles that appeared stiff and unnatural. Humanism also influenced art
to portray real people with individual personalities. This was true even for art of a religious
nature.
Key Concept: 1.1.III.B
Thematic Learning Objective: OS-5
Historical Thinking Skill: Patterns of Continuity and Change over Time
6. Correct Answer: C
AP European History Multiple Choice ANSWERS Period 1
Feedback: As the status of painters changed from merely decorators to artists, wealthy
individuals became patrons of the arts, ending an exclusive association with Church and kings.
Portraits became more common and wealthy patrons decorated their homes with frescos depicting
motifs from daily life.
Key Concept: 1.1.III.B
Thematic Learning Objective: SP-1
Historical Thinking Skill: Contextualization
7. Correct Answer: C
Feedback: The philosophy of empiricism put forth by Francis Bacon emphasized that all
knowledge is derived from the senses by observation and experience. Bacon proposed that ideas
be shaped by actual observed facts.
Key Concept: 1.1. IV.C
Thematic Learning Objective: OS-5
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Historical Thinking Skill: Interpretation
8. Correct Answer: A
Feedback: Bacon concluded the ancient’s approach to discovering nature was all wrong. He
proposed that, instead of starting with a truth at the beginning, truth would be found at the end
after a process of investigation and experiment. This is what is known as inductive reasoning.
Key Concept: 1.1. IV.C
Thematic Learning Objective: OS-5
Historical Thinking Skill: Contextualization
Historical Thinking Skill: Interpretation
9. Correct Answer: B
Feedback: Bacon imagined a society where true knowledge equaled useful knowledge. Pure
science and applied science would be used equally to discover nature and create machines for
making used of natural forces. Knowledge and power in Bacon’s opinion equaled progress.
Key Concept: 1.1. IV.C
Thematic Learning Objective: OS-5
Historical Thinking Skill: Interpretation
10. Correct Answer: A
Feedback: Bacon imagined a society where true knowledge equaled useful knowledge. Pure
science and applied science would be used equally to discover nature and create machines for
making used of natural forces. Knowledge and power in Bacon’s opinion equaled progress.
Key Concept: 1.5.V.C
Thematic Learning Objective: IS-10
Historical Thinking Skill: Historical Causation
11. Correct Answer: B
Feedback: Earlier tolerant attitudes towards witchcraft began to change in the 14th century. Any
persons with supernatural abilities began to be viewed as being in league with the devil and
involved in satanic rituals.
AP European History Multiple Choice ANSWERS Period 1
Key Concept: 1.5.V.C
Thematic Learning Objective: IS-10
Historical Thinking Skill: Patterns of Continuity and Change over Time
12. Correct Answer: B
Feedback: Although some men were persecuted as witches, most were women. The gender bias
prevalent in witch-hunting usually focused on older women who lived outside the normal
patriarchal society. Theological traditions also portrayed women as negative or evil.
Key Concept: 1.5.V.C
Thematic Learning Objective: IS-10
Historical Thinking Skill: Interpretation
13. Correct Answer: C
Feedback: European economic centers shifted away from the Mediterranean and towards the
Atlantic coast as Europe expanded into the New World. Naval power grew as did economic
opportunities through trade and importation of materials from the Americas.
Key Concept: 1.4.IV.B
Thematic Learning Objective: INT-6
Historical Thinking Skill: Comparison
14. Correct Answer: D
Feedback: While Europeans enjoyed economic prosperity from the Americas, the impact on
indigenous populations was devastating. European disease, forced labor and subjugation of these
populations destroyed or nearly destroyed many of their cultures.
Key Concept: 1.4.IV.B
Thematic Learning Objective: INT-9
Historical Thinking Skill: Historical Causation
15. Correct Answer: A
Feedback: While Europeans enjoyed economic prosperity from the Americas, the impact on
indigenous populations was devastating. European disease, forced labor and subjugation of these
populations destroyed or nearly destroyed many of their cultures.
Key Concept: 1.4.IV.B
Thematic Learning Objective: INT-5
Historical Thinking Skill: Historical Causation
16. Correct Answer: C
Feedback: The Catholic Church taught that Eve was the source of original sin; however, John
Calvin believed that men and women were equally guilty of sin and therefore equal in the eyes of
God and in hope for salvation.
Key Concept: 1.5.IV.B
Thematic Learning Objective: IS-9
AP European History Multiple Choice ANSWERS Period 1
Historical Thinking Skill: Comparison
17. Correct Answer: A
Feedback: Marie Dentiere advocated larger roles for women in religious practices. She most
strongly felt women and men were equally qualified not only to interpret God’s word but to teach
it. She urged freedom for women who felt the calling to announce the Gospel.
Key Concept: 1.5.IV.B
Thematic Learning Objective: IS-6
Historical Thinking Skill: Contextualization
18. Correct Answer: C
Feedback: The Epistle, when published, angered local authorities who seized and destroyed
most copies of the letter. Some copies survived and were circulated. The publication created a
backlash against women authors for the remainder of the 16th century.
Key Concept: 1.5.IV.B
Thematic Learning Objective: IS-6
Historical Thinking Skill: Historical Causation
19. Correct Answer: B
Feedback: This was a main difference between Calvin and Martin Luther. Calvin emphasized
much more the idea of predestination. He believed that humans were pre-selected by God to
either be saved or damned.
Key Concept: 1.3.1.B
Thematic Learning Objective: 0S-11
Historical Thinking Skill: Contextualization
20. Correct Answer: D
Feedback: Humans, according to Calvin, are unable to achieve salvation on their own. God
granted grace to the few chosen who would be saved or elected for salvation.
Key Concept: 1.3.1.B
Thematic Learning Objective: 0S-11
Historical Thinking Skill: Contextualization
21. Correct Answer: A
Feedback: Unlike the Church of England which was ruled by the King and bishops, Calvinists
would not submit to or allow secular governments the right to make religious laws. They wanted
to remake society based on a religious community governed by elected religious men.
Key Concept: 1.3.1.B
Thematic Learning Objective: 0S-11
Historical Thinking Skill: Comparison
AP European History Multiple Choice ANSWERS Period 1
22. Correct Answer: A
Feedback: Agriculture was the main form of livelihood in 16th century Europe. In subsistence
farming, peasants grew only enough to provide for their families with nothing--or almost nothing
left--to sell at market. Life was dictated by the seasons and planting was dictated by family needs
rather than market prices.
Key Concept: 1.5.II.A
Thematic Learning Objective: IS-1
Historical Thinking Skill: Contextualization
23. Correct Answer: C
Feedback: Serfdom was the status of peasants under the manorial system. Under this system,
peasants were the subjects of the Lord of the Manor with obligations to be paid most likely in
labor. Some forms of serfdom were very oppressive and peasants were not only poverty stricken
but had very little in the way of personal freedom.
Key Concept: 1.5.II.A
Thematic Learning Objective: IS-1
Historical Thinking Skill: Comparison
24. Correct Answer: C
Feedback: As European nations explored across the Atlantic, new trade markets were created
and agriculture changed to a money based market. For peasants in Western Europe, the burdens
of serfdom were being lifted but in the East, they become more restrictive.
Key Concept: 1.5.II.C
Thematic Learning Objective: PP-9
Historical Thinking Skill: Historical Causation
25. Correct Answer: D
Feedback: Changes in the agricultural market saw peasants in Western Europe becoming small
proprietors and free people. In the East, Lords of the Manors clamped down and restricted
peasants even further as the Lords became wealthier.
Key Concept: 1.5.II.C
Thematic Learning Objective: PP-9
Historical Thinking Skill: Comparison
26. Correct Answer: D
AP European History Multiple Choice ANSWERS Period 1
Feedback: Religious issues in the mid-16th century were in a state of change. Religious loyalties
knew no boundaries either physical or political. Neighbors and people living side by side
frequently viewed each other with suspicion and mistrust, often looking for spiritual guidance
from outside their native country.
Key Concept: 1.3.III.B
Thematic Learning Objective: OS-3
Historical Thinking Skill: Comparison
27. Correct Answer: A
Feedback: Phillip II combined the organization of a new monarch with political and religious
interests throughout Europe. He believed that advancement of Spanish power in Europe served
interests at home. Wealth from conquests in South America allowed him to pursue these policies.
Key Concept: 1.3.III.B
Thematic Learning Objective: SP-2
Historical Thinking Skill: Comparison
28. Correct Answer: B
Feedback: Although the Netherlands had already been part of the Hapsburg Empire, the
ascension of Philip II caused heightened anti-Spanish feelings. The foreign presence strained
political and religious relationships and eventually economic ones. The northern provinces would
declare their independence from Spain in 1581, drawing a line in the sand and challenging
Spanish authority.
Key Concept: 1.3.III.B
Thematic Learning Objective: SP-11
Historical Thinking Skill: Comparison
29. Correct Answer: B
Feedback: Early ocean exploration was confined to mainly coastal voyages. Perfection of the
mariners’ astrolabe by the Portuguese allowed not only the measurement of latitude but created
the ability for ships to venture further from shore and into Atlantic waters.
Key Concept: 1.4.II
Thematic Learning Objective: INT-4
Historical Thinking Skill: Comparison
30. Correct Answer: D
AP European History Multiple Choice ANSWERS Period 1
Feedback: As measurement of latitude allowed ships to move further out to sea, mariners
discovered and began to make use of both trade winds and ocean currents to establish routes that
would take them to new worlds.
Key Concept: 1.4.II
Thematic Learning Objective: OS-6
Historical Thinking Skill: Contextualization
Question Type: Multiple Choice
31. Correct Answer: B
Feedback: As Europe began to colonize in the Americas, markets opened up for trade in crops
and importation of commodities. Europeans had opportunities economically both in trade and in
migration to the new world.
Key Concept: 1.4.II
Thematic Learning Objective: IS-3
Historical Thinking Skill: Patterns of Continuity and Change over Time
32. Correct Answer: C
Feedback: The family remained the main economic unit in early modern Europe. Families lived
by both agriculture and rural household industry or cottage industry such as sewing or the
production of cloth. Cottage industry allowed agrarian families to earn income during the winter
and non-peak farming cycles.
Key Concept: 1.5.IV.A
Thematic Learning Objective: PP-7
Historical Thinking Skill: Comparison
33. Correct Answer: A
Feedback: As cottage industries continued to grow, men and women took on roles within the
system. They had separate responsibilities but worked together. Even children were expected to
do their part.
Key Concept: 1.5.IV.A
Thematic Learning Objective: IS-4
Historical Thinking Skill: Contextualization
34. Correct Answer: D
Feedback: As wealthy families and the middle class raised their standards of living,
opportunities were created among the working class poor to enter into domestic service in these
wealthy households. It became the most common occupation for women in this period.
Key Concept: 1.5.IV.A
Thematic Learning Objective: IS-4
AP European History Multiple Choice ANSWERS Period 1
Historical Thinking Skill: Patterns of Continuity and Change over Time
35. Correct Answer: B
Feedback: Both James I and Louis XIV were philosophers of absolutism. Each believed they
ruled by divine right and were answerable only to God.
Key Concept: 1.2.III.A
Thematic Learning Objective: SP-2
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Historical Thinking Skill: Interpretation
36. Correct Answer: C
Feedback: Absolute monarchs were so in theory, but in reality, they were counter balanced by
legislative and government bodies representing political and social groups of the kingdom.
Key Concept: 1.2.III.A
Thematic Learning Objective: SP-7
Historical Thinking Skill: Contextualization
37. Correct Answer: D
Feedback: The English Civil War was a conflict between Royalists loyal to Charles I and
Parliamentarians. The conflict was not so much about who would rule as it was about how they
would rule. In the end, the Parliamentarians were victorious, Charles I was executed and Oliver
Cromwell established the Commonwealth of England. It would last for 11 years until his death.
Key Concept: 1.2.III.A
Thematic Learning Objective: SP-11
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
38. Correct Answer: B
Feedback: As nations sought new sources of wealth through international trade, they also
desired power through their colonial empires. The increase in commerce created growth in
financial areas such as banking and sowed the beginnings of an economy based on money rather
than barter.
Key Concept: 1.5.I.A
Thematic Learning Objective: INT-11
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
39. Correct Answer: A
AP European History Multiple Choice ANSWERS Period 1
Feedback: As commercial capitalism grew, merchants became the new elite. The old elite,
based on land ownership and titles, gave way to the new based on available capital and market
strategies.
Key Concept: 1.5.I.B
Thematic Learning Objective: PP-6
Historical Thinking Skill: Comparison
40. Correct Answer: D
Feedback: While both groups were interested in wealth and power, each went about it in a
different way. The old-style nobles did so with land and tenant farmers; the patricians achieved
the same result with capitol and markets. Regardless of their path, each hoped to limit access to
their group from outsiders and protect their power.
Key Concept: 1.5.I.C
Thematic Learning Objective: PP-6
Historical Thinking Skill: Comparison
41. Correct Answer: D
Feedback: As Spain and Portugal competed for lands on their way east, the Catholic rulers of
both countries appealed to the pope to divide up the world between Portugal and Spain. So in
1494 the Treaty of Tordesillas gave Spain exclusive rights to lands west of a line drawn about
1200 miles west of the Cape Verde Islands and gave Portugal exclusive rights to lands east of that
line.
Key Concept: 1.4.I.A
Thematic Learning Objective: INT-1
Historical Thinking Skill: Historical Causation
42. Correct Answer: C
Feedback: The Spanish and Portuguese first led the colonization of the Americas, soon to be
followed by the Dutch, French and English. For Spain, the colonies were a source of great wealth
and power that lasted well into the 16th century.
Key Concept: 1.4.I.A
Thematic Learning Objective: SP-5
Historical Thinking Skill: Contextualization
43. Correct Answer: D
Feedback: European governments sought benefits and control of trade from their colonies.
Mercantilism allowed them to do this by regulating and in some cases restricting trade practices
AP European History Multiple Choice ANSWERS Period 1
within the colonies. This policy was an attempt to create a balance of trade that would be
financially favorable to the mother country.
Key Concept: 1.4.I.B
Thematic Learning Objective: SP-5
Historical Thinking Skill: Contextualization
44. Correct Answer: C
Feedback: While Spain exploited the New World on a material level, their presence was also
devastating on a human level. Native populations were subjected to disease, slavery and loss of
culture.
Key Concept: 1.4.I.B
Thematic Learning Objective: IS-10
Historical Thinking Skill: Historical Causation
45. Correct Answer: C
Feedback: Martin Luther advocated a more direct connection to God discounting the need for
clerical guidance. He stated in his writings that individual people were entitled to read and
interpret the scriptures for themselves.
Key Concept: 1.3.I.B
Thematic Learning Objective: OS-2
Historical Thinking Skill: Comparison
46. Correct Answer: A
Feedback: Public reaction to Luther’s 95 theses inspired social and political revolutions.
Peasant revolts and radical religious leaders used Luther’s ideas to fuel pushes for reform within
European society.
Key Concept: 1.3.I.B
Thematic Learning Objective: OS-2
Historical Thinking Skill: Contextualization
Historical Thinking Skill: Historical Causation
Question Type: Multiple Choice
47. Correct Answer: D
Feedback: Luther despised the Catholic practice of selling indulgences in exchange for grace.
His 95 theses state that grace can only come from God and could not be obtained through any
priestly absolution.
Key Concept: 1.3.I.B
Thematic Learning Objective: OS-11
Historical Thinking Skill: Patterns of Continuity and Change over Time
AP European History Multiple Choice ANSWERS Period 1
48. Correct Answer: B
Feedback: After the Peace of Westphalia in 1648, religion no longer played a role in creating
wars. Warfare became secularized and influenced by the plurality of independent, sovereign
states throughout Europe.
Key Concept: 1.2.II.A
Thematic Learning Objective: SP-15
Historical Thinking Skill: Historical Causation
49. Correct Answer: C
Feedback: The rising costs of military power reduced the role of knights, castles and lords who
historically financed them. The military revolution favored rulers who not only commanded
resources and standing armies but the ability to increase and collect taxes to support them.
Key Concept: 1.2.II.A
Thematic Learning Objective: SP-13
Historical Thinking Skill: Patterns of Continuity and Change over Time
50. Correct Answer: C
Feedback: The dissolving of the Holy Roman Empire left a much changed European landscape.
Not only were there many great and middle size states, there were many smaller ones, over 300 in
Germany alone. This allowed independent pursuit of alliances and development of the balance of
power system to resist nations wishing to dominate and exert their power.
Key Concept: 1.2.II.A
Thematic Learning Objective: SP-15
Historical Thinking Skill: Contextualization