AP European History Short Answer Questions 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.
Key Concept: 3.3.I.F
Thematic Learning Objective: SP-4
Thematic Learning Objective: SP-17
Historical Thinking Skill: Contextualization
Historical Thinking Skill: Interpretation
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Question Type: Short Answer
Stimulus Question: Yes
Points: 3
AP European History Short Answer Questions Period 3
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, anarchist, from “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.
Key Concept: 3.3.I.E
Thematic Learning Objective: SP-1
Thematic Learning Objective: OS-9
Thematic Learning Objective: IS-5
Historical Thinking Skill: Interpretation
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Comparison
Question Type: Short Answer
Stimulus Question: Yes
Points: 3
AP European History Short Answer Questions 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
3. 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.
Key Concept: 3.3.I.G
Thematic Learning Objective: IS-7
Thematic Learning Objective: IS-10
Historical Thinking Skill: Periodization
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Question Type: Short Answer
Stimulus Question: Yes
Points: 3
AP European History Short Answer Questions Period 3
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.
Key Concepts: 3.4.II.B
Key Concepts: 3.4.III.A
Thematic Learning Objective: SP-4
Thematic Learning Objective: SP-17
Thematic Learning Objective: PP-10
Historical Thinking Skill: Contextualization
Historical Thinking Skill: Interpretation
Historical Thinking Skill:Historical Argumentation
Question Type: Short Answer
Stimulus Question: Yes
Points: 3
AP European History Short Answer Questions Period 3
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.
Key Concept: 3.2.V
Thematic Learning Objective: PP-3
Thematic Learning Objective: IS-10
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Periodization
Historical Thinking Skill: Contextualization
Question Type: Short Answer
Stimulus Question: No
Points: 3
6. Using your knowledge of European history, answer parts A, B, and C.
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.
AP European History Short Answer Questions Period 3
Key Concept: 3.5.III.C
Thematic Learning Objective: INT-10
Thematic Learning Objective: SP-9
Thematic Learning Objective: IS-7
Historical Thinking Skill: Interpretation
Historical Thinking Skill: Appropriate Use of Historical Evidence
Historical Thinking Skill: Comparison
Question Type: Short Answer
Stimulus Question: No
Points: 3
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.
Key Concept: 3.2.III.B
Thematic Learning Objective: PP-15
Thematic Learning Objective: IS-6
Thematic Learning Objective: IS-9
Historical Thinking Skill: Periodization
Historical Thinking Skill: Patterns of Continuity or Change over Time
Historical Thinking Skill: Interpretation
Question Type: Short Answer
Stimulus Question: No
AP European History Short Answer Questions Period 3
Points: 3
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.
C) Briefly explain ONE important difference between their views.
Key Concepts: 3.3.I.F
Key Concepts: 3.4.II.B
Key Concepts: 4.2.II.B
Thematic Learning Objective: PP-8
Thematic Learning Objective: OS-9
Thematic Learning Objective: OS-12
Thematic Learning Objective: SP-17
Historical Thinking Skill: Periodization
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Comparison
Question Type: Short Answer
Stimulus Question: No
Points: 3