AP European History Short Answer Question ANSWERS Period 2
Question 1 is based on the excerpt below.
“Being convinced, on the one hand, that all violence to conscience is harmful, and, on the other, of the
great benefit accruing to religion and to the State from a true Christian tolerance, We have found
Ourselves moved to grant to the adherents of the Lutheran and Calvinist religions, and also to the nonUniat Greek religion, everywhere, the appropriate private practice of their faith, regardless of whether it
had been previously customary or introduced, or not.”
Joseph II, Toleration Patent for the Lands of the Austrian Empire, 1781
1. Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Explain this passage in the context of Enlightened Absolutism.
B) Briefly explain ONE way in which the influence of Enlightenment philosophers and writers can be
seen in the policy presented in the passage.
C) Choose one of the writers below and briefly explain ONE way in which his works supported the
concept in this passage.
 David Hume
 Voltaire
 Gotthold Lessing
 Moses Mendelssohn
 Jean-Jacques Rousseau
Learning Objective
Historical Thinking
Skill
Key Concepts
in the
Curriculum
Framework
SP-2 Explain the emergence of and theories behind the
New Monarchies and absolute monarchies, and evaluate
the degree to which they were able to centralize power in
their states.
Contextualization
2.1.I.C
SP-3 Trace the changing relationship between states and
ecclesiastical authority and the emergence of the principle
of religious toleration.
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.
Answer
Synthesis
Appropriate Use of
Relevant Historical
Evidence
AP European History Short Answer Question ANSWERS Period 2
A) Explanations of the main point of this passage may include the following:



Joseph II was implementing the Enlightenment concept of religious toleration within his
dominions.
Joseph II spells out the rational reasons, a distinctly Enlightenment approach, for
religious toleration.
In absolutist fashion, Joseph II is declaring religious toleration to be official policy
without any recourse to discussion or popular approval.
B/C) Explanations and example of the influence of the Enlightenment upon this policy may include the
following:


Enlightenment thinkers favored the application of reason and rationality to solve the
problems of society.
o David Hume stressed the importance of evidence and rationality in forming
knowledge and making decisions.
o Gotthold Lessing stressed the rationality of religious tolerance.
o Moses Mendelssohn stressed the necessity of merging reason and faith.
Enlightenment thinkers called for the acceptance of minority religions as a more humane
approach than traditional restrictions upon dissenters.
o Voltaire espoused the absurdity of religious intolerance as irrational and
unproductive.
o Rousseau spelled out reasons for the absence of an official state religion.
o Montesquieu criticized the religious intolerance of the Catholic Church as being
a holdover from the superstitious past.
Question 2 is based on the passage below.
“And thereupon the said lords spiritual and temporal and commons . . . do . . . declare that the pretended
power of suspending of laws or the execution of laws by regal authority without consent of parliament is
illegal.
That levying money for or to the use of the crown . . . without grant of parliament for longer time or in
other manner than the same is or shall be granted is illegal.
That it is the right of the subjects to petition the king and all commitments and protections for such
petitioning are illegal.
That the raising or keeping a standing army within the kingdom in time of peace unless it be with consent
of parliament is against law. . . .
That election of members of parliament ought to be free. . . .”
The English Bill of Rights
2. Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Explain the passage in the context of Absolutism.
AP European History Short Answer Question ANSWERS Period 2
B) Explain ONE way that the English Bill of Rights incorporates Enlightenment ideals.
C) Briefly explain ONE difference between the ideals of the English Bill of Rights and the ideals of
one other revolutionary document of the 17th or 18th century.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
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.
Contextualization
2.1.II.A
Synthesis
Comparison
SP-2 Explain the emergence of and theories behind the
New Monarchies and absolute monarchies, and evaluate
the degree to which they were able to centralize power in
their states.
SP-7 Explain the emergence of representative government
as an alternative to absolutism.
SP-11 Analyze how religious and secular institutions and
groups attempted to limit monarchical power by
articulating theories of resistance to absolutism, and by
taking political action.
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.
Answer
A) Explanations of the passage and its relation to absolutism may include the following:
AP European History Short Answer Question ANSWERS Period 2


The English Bill of Rights was the culmination of years of noble and middle class
opposition to attempted absolutist rule in England.
The English Bill of Rights attempted to formulate guarantees against absolutist rule in
England.
B) Explanations of ONE way that the English Bill of Rights incorporates Enlightenment ideals may
include the following:



The Bill of Rights includes the concept of representative government, through the
guarantees of Parliamentary rights.
The Bill of Rights implies a degree of free speech, although only within the context of
petitioning the king.
The Bill of Rights illustrates the concept of government as a contract, as espoused by the
Enlightenment. It recognizes the king but shows how his ability to govern is limited by
the will of the governed.
C) Differences between the English Bill of Rights and ONE other revolutionary document may include
the following:
The Declaration of the Rights of Man



Although both documents established revolutionary and enlightened ideals about the
foundations of power and the right to rule, the English Bill of Rights was an attempt to
codify what had been traditional privileges and rights of Parliament in England while the
Declaration of the Rights of Man was a radical break with tradition in France.
The English Bill of Rights was agreed to by the new monarchs of England, William and
Mary, while Louis XVI of France opposed the Declaration of the Rights of Man.
The English Bill of Rights was part of an attempt to restore order after a long period of
revolution and civil war whereas the Declaration of the Rights of Man was one of the first
steps in a new revolution to change the order of society.
American Declaration of Independence


While both documents established revolutionary and enlightened ideals about the
foundations of power and the right to rule, the Declaration of Independence was littered
with Enlightenment ideals while the English Bill of Rights had been a largely practical,
political compromise.
The English Bill of Rights was part of an attempt to restore order after a long period of
revolution and civil war whereas the Declaration of Independence was one of the first
steps in a new revolution to change the order of society.
Question 3 is based on the map below depicting Europe after the Congress of Vienna, 1814-1815.
AP European History Short Answer Question ANSWERS Period 2
3. Using the map above and your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE goal of the Congress of Vienna.
B) Briefly explain ONE example of how the map above illustrates the attempts of the Congress of
Vienna to achieve its goals.
C) Briefly explain ONE example of an event or development which illustrated the failure of the
Congress of Vienna.
Learning Objective
Historical
Thinking Skill
SP-13 Evaluate how the emergence of new weapons,
Historical
Key Concepts in
the
Curriculum
Framework
2.1.V.D
AP European History Short Answer Question ANSWERS Period 2
tactics and methods of military organization changed the
scale and cost of warfare, required the centralization of
power, and shifted the balance of power.
SP-16 Explain how the French Revolution and the
revolutionary and Napoleonic wars shifted the European
balance of power and encouraged the creation of a new
diplomatic framework.
Causation
Historical
Argumentation
Interpretation
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/B) Explanations and examples of the Congress of Vienna’s goals may include the following:

The Congress of Vienna sought to isolate and contain France to avoid future attempts at
French territorial expansion.
o The creation of more powerful states on the French borders, such as the Kingdom
of the Netherlands and the Kingdom of Sardinia/Piedmont were intended to
provide buffers against French power.
o Prussia was given a significant amount of territory on the Rhine to prevent the
expansion of French influence into Germany.

The Congress of Vienna sought to establish stability and ensure a balance of power to
prevent a new round of Revolutions or another large-scale European war.
o France was kept largely intact with a Bourbon monarch returned to the throne to
avoid instigating new causes for expansion and repress revolutionary goals.
o Spain was restored to independence and equal standing amongst the kingdoms of
Europe.
o The continuance of multi-national Empires, such as the Austrian and Russian
empires, was assured as a means of maintaining the balance of power.
o The Habsburgs continued to head a “German Confederation” as a guarantor of
stability in central Europe.

The Congress of Vienna ignored and sought to suppress nationalist sentiments.
o The desires of German nationalists were repressed as Germany continued to be
constituted by 39 separate states.
o Italy continued to be fragmented with the Austrians continuing to control a
significant portion of northern Italy.
AP European History Short Answer Question ANSWERS Period 2
o
The continuance of multi-national Empires, such as the Austrian and Russian,
was assured as a means of maintaining the balance of power.
C) Explanations of failures of the Congress of Vienna may include ONE of the following:



The Revolutions of 1830 and 1848 showed the failure of the Congress of Vienna to quell
revolutionary sentiment in Europe.
The success of Independence movements in Belgium, Greece, and Bulgaria, in addition
to the unification of Italy and Polish rebellion, made clear the failure of the Congress of
Vienna to suppress nationalism.
Rebellions, such as those in Poland and Greece, showed the general dissatisfaction of
much of Europe with the balance of power the Congress of Vienna attempted to achieve.
Question 4 is based on the passage below.
“Article 4. It is contrary to the principles of liberty and the Constitution for citizens with the same
professions, arts, or trades to deliberate or make agreements among themselves designed to set prices for
their industry or their labor. If such deliberations and agreements are concluded, whether accompanied by
oath or not, they will be declared unconstitutional, prejudicial to liberty and the Declaration of the Rights
of Man, and will be null and void. Administrative and municipal bodies shall be required to declare them
as such.”
The Le Chapelier Law, June 14, 1791
4. Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Explain ONE aspect of 18th century European economies that were experiencing drastic change.
B) Explain ONE additional aspect of 18th century European economies that were experiencing
drastic change.
C) Briefly explain ONE social or political response to restrictions such as those imposed by the Le
Chapelier Law.
AP European History Short Answer Question ANSWERS Period 2
Learning Objective
Historical Thinking
Skill
Key Concepts
in the
Curriculum
Framework
PP-1 Explain how and why wealth generated from new
trading, financial, and manufacturing practices and
institutions created a market and then a consumer
economy.
Historical Causation
2.2.I.A
PP-2 Identify the changes in agricultural production and
evaluate their impact on economic growth and the
standard of living in preindustrial Europe.
Patterns of
Continuity and
Change over Time
Appropriate Use of
Relevant Historical
Evidence
PP-7 Explain how environmental conditions, the
Agricultural Revolution, and industrialization contributed
to demographic changes, the organization of
manufacturing, and alterations in the family economy.
IS-2 Explain how the growth of commerce and the
changes in manufacturing challenged the dominance of
corporate groups and traditional estates.
Answer
A/B) Explanations of economic changes in the 18th century may include the following:




Increased industrialization in Europe was leading to greater numbers of urban poor.
Throughout the 18th century there was an increased reliance upon trade income and less
importance placed upon agricultural production.
During the 18th century, increased resistance to the concepts of mercantilism was leading
to a more free economic system.
The traditional guild system of Europe was beginning to collapse as signal by its ban
during the French Revolution and similar policies throughout Europe.
AP European History Short Answer Question ANSWERS Period 2
C) Explanations of ONE social or political response to the restrictions of policies like the Le Chapelier
Law may include the following:




The Revolutionary ban of guilds in France left a void which workers attempted to fill
with early forms of unionization and strikes.
The Le Chapelier law banned workers’ guilds and strikes as a continuation of the guild
system which had been banned earlier in the Revolution.
Sans culottes and other radical groups voiced their dissatisfaction with the lack of
organizing available to workers through protests and riots.
Economists such as Adam Smith were calling for the freeing of the economy from the
restrictions of government regulation.
5. Using your knowledge of European history, answer parts A, B, and C.
A) Explain ONE example of how other regions of Europe and/or its colonies were inspired by the
French Revolution to change their state or political systems.
B) Explain ONE additional example of how other regions of Europe and/or its colonies were
inspired by the French Revolution to change their state or political systems.
C) Briefly explain ONE way in which reactions to Toussaint L’Ouverture and the Haitian rebellion
differed from the reaction to other revolutions of the 18th century.
Learning Objective
Historical
Thinking Skill
Key Concepts in
the
Curriculum
Framework
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.
Historical
Causation
2.1.IV.F
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.
Synthesis
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.
Comparison
AP European History Short Answer Question ANSWERS Period 2
SP-11 Analyze how religious and secular institutions and
groups attempted to limit monarchical power by
articulating theories of resistance to absolutism, and by
taking political action.
SP-16 Explain how the French Revolution and the
revolutionary and Napoleonic wars shifted the European
balance of power and encouraged the creation of a new
diplomatic framework.
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.
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.
IS-7 Evaluate how identities such as ethnicity, race, and
class have defined the individual in relationship to
society.
IS-10 Analyze how and why Europeans have
marginalized certain populations (defined as “other”) over
the course of their history.
Answer
A/B) Explanations of TWO regions that were inspired by the French Revolution may include the
following:



Polish patriots rose against Russian rule in the Kosciuszko rebellion, partly inspired by
the successes of the French Revolution.
Irish rebels rose in opposition to British rule, hoping to find aid from like-minded French
revolutionaries.
Black slaves in Saint Domingue rose against their masters in the French-controlled
Caribbean island based upon the Revolutionary ideal of equality for all men. The
rebellious slaves led by Toussaint L’Ouverture set-up the independent nation of Haiti and
managed to defeat French, Spanish, and British armies that were sent to seize control of
the region.
AP European History Short Answer Question ANSWERS Period 2


Republicans in Italy, the Netherlands, and Switzerland established “independent”
republics free from traditional hierarchy and privilege, but these states were dominated
by the French.
Nationalists and Republicans in Italy and Germany began to agitate for unification within
their regions.
C) Explanations of the differing reactions to the Haitian revolt may include the following:




The social upheaval of a slave rebellion was viewed with alarm by many Europeans, even
those who considered themselves Republicans and espoused the ideals of equality.
Although many European revolutionaries and republicans called for equal rights for all
men, they did not consider black Africans to be “equal men”; nor did they believe black
Africans to be truly capable of equality in society or politics. Many viewed women in the
same light.
Some revolutionaries recognized slavery as being the antithesis of republican ideals of
equality and the inherent rights for all men.
The success of the slave revolt alarmed American slave-holders, where slavery was still
maintained despite the principles of equality and democracy.
6. Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE aspect of Baroque music.
B) Briefly explain ONE additional aspect of Baroque music.
C) Evaluate the extent to which Baroque music was part of a larger cultural shift in 17th century
Europe.
Learning Objective
Historical Thinking
Skill
Key Concepts
in the
Curriculum
Framework
AP European History Short Answer Question ANSWERS Period 2
OS-10 Analyze the means by which individualism,
subjectivity, and emotion came to be considered a valid
source of knowledge.
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.
Periodization
2.3.V.A
Patterns of
Continuity and
Change over Time
Answer
A/B) Explanations of TWO aspects of Baroque music may include the following:




Most Baroque music was still religious in nature and was intended to glorify God.
Baroque composers were employed by monarchs as yet another means of displaying the
wealth and power of the European state in the early modern age.
Baroque composers attempted to awe the listener with complex musical arrangements.
Baroque music ushered in the rise of opera as a popular musical form that brought formal
music to a larger audience than just the royal courts of Europe.
C) Explanations of Baroque music in the context of a larger cultural shift may include the following:




The rise of baroque music paralleled the movements of Baroque art and architecture, with
a similar focus upon lavish and awe-inspiring content and perspectives.
Baroque music was, in part, a product of the affluence of the growing modern economy
and trade.
Baroque music was in many ways a reaction to the unembellished style of music and art
in Protestant churches.
The gradual shift in baroque music toward more and more secular themes mirrored the
religious and political changes in the seventeenth century.
7. Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE reason why Peter the Great was able to modernize in Russia more freely than
monarchs in other countries.
B) Select ONE of the rulers in the list below and briefly explain ONE example of enlightenment
concepts in the rule of that person.
 Peter the Great
 Catherine the Great
C) Briefly explain ONE limitation upon the ability of Russia to westernize in the 18th century.
AP European History Short Answer Question ANSWERS Period 2
Learning Objective
Historical
Thinking Skill
SP-2 Explain the emergence of and theories behind the
New Monarchies and absolute monarchies, and evaluate
the degree to which they were able to centralize power in
their states.
Historical
Argumentation
Key Concepts
in the
Curriculum
Framework
2.1.I.E
Contextualization
SP-3 Trace the changing relationship between states and
ecclesiastical authority and the emergence of the principle
of religious toleration.
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.
Answer
A) Explanations of ONE reason that Peter the Great was able to modernize more freely than other
monarchs may include the following:
 The power of the boyars (nobles) had been undercut by earlier czars, particularly Ivan the
Terrible. This allowed Peter to dictate changes without fear from a strong, unified
nobility.
 The vast expanses of Russian territory allowed ample room for Peter to reward loyalists
with lands--while those who wished to do so had an opportunity to continue life on their
noble estates in relative isolation from central policy.
 Due to the overwhelmingly large peasant population, nobles could not afford to resist the
czar because of their need to maintain unity in their lordship over the peasants.
 The vast natural resources of Russia gave Peter important commodities to trade and fund
his improvement projects.
B) Explanations of ONE example of enlightenment concepts in the policies of Peter the Great or
Catherine the Great may include the following:




Peter made movement within the ranks of nobility and the government contingent upon
education, service, and merit.
Peter and Catherine both sought to restrict the power, wealth and influence of the Russian
Orthodox Church.
Catherine allowed greater freedom of the press in Russia.
Catherine instituted a revision of the legal code, urging equality before the law and
banning torture.
AP European History Short Answer Question ANSWERS Period 2

Catherine established more teacher colleges, schools, and schools for girls in an attempt
to improve education.
C) Explanations of limitations upon the ability of Russia to modernize may include the following:




The vast size of Russia made it difficult to enforce reforms and changes in all parts of the
Empire.
Russia was not able to compete with the western nations in terms of manufacturing and
trade, leaving it constantly at a deficit.
Russia’s vast agricultural power was dependent upon serf labor. Thus, Peter and
Catherine were not able to free the serfs but actually allowed more thorough and brutal
exploitation of the serfs to help fund and power their modernization of the country.
Russia was able to institute some westernization of the nobles and its meager middle
class, but there was no means for westernizing or modernizing the vast majority of the
population, the peasantry.
8. Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE example of how Napoleon embraced elements of the ideals from the French
Revolution.
B) Briefly explain ONE example of how Napoleon rejected elements of the ideals from the French
Revolution.
C) Briefly explain ONE additional example of how Napoleon rejected elements of the ideals from
the French Revolution.
Learning Objective
Historical
Thinking Skill
SP-3 Trace the changing relationship between states and
ecclesiastical authority and the emergence of the principle
of religious toleration.
Historical Causation
IS-7 Evaluate how identities such as ethnicity, race, and
class have defined the individual in relationship to
society.
IS-9 Assess the extent to which women participated in
and benefited from the shifting values of European
society from the 15th century onwards.
IS-10 Analyze how and why Europeans have
Contextualization
Key Concepts
in the
Curriculum
Framework
AP European History Short Answer Question ANSWERS Period 2
marginalized certain populations (defined as “other”) over
the course of their history.
Answer
A) Explanations of ONE example of how Napoleon embraced elements of the ideals from the French
Revolution:
 Napoleon’s Concordat with the papacy made Catholicism the official recognized religion
of France again, but, in keeping with Revolutionary ideals, Napoleon continued
guarantees of religious freedom for Protestants and increased rights for Jews.
 Napoleon’s Civil Code guaranteed equality before the law and the idea of advancement
due to merit.
 Napoleon sanctioned the abolition of serfdom and feudal privilege.
 Napoleon’s Civil Code instituted property instead of feudal privilege as the basis for
government and society.
B/C) Explanations of TWO examples of how Napoleon rejected elements of the ideals from the French
Revolution.
 Napoleon, by declaring himself Emperor, threw away the republican ideals of the
Revolution.
 Napoleon’s Civil Code was a step backward for the rights of women as it made women
once again subject to the power of their fathers and husbands while making divorce more
difficult to obtain.
 Napoleon placed his relatives on the throne of several new “kingdoms” throughout
Europe, in some instances replacing earlier republics in parts of the Netherlands and Italy
with Bonaparte-led monarchies.
 Napoleon’s Continental System imposed a series of economic restrictions throughout the
continent in direct opposition to the free market ideals of economists such as Adam
Smith.
 Napoleon’s secret police and censorship of the press were in direct contradiction of the
revolutionary ideals of free press.