AP European History Multiple Choice ANSWERS Period 3
1. Correct Answer: A
Feedback: Romanticism, as an art theory, rejected the rational order and rules of classical mode.
It instead embraced emotion, intuition and the laws of free expression through the feelings and
the imagination of the artist. The genius of the individual creates its own rules and laws of
expression.
Key Concept: 3.6.I.A
Thematic Learning Objective: OS-12
Historical Thinking Skill: Patterns of Continuity and Change over Time
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
2. Correct Answer: C
Feedback: Romanticism created questions about the nature of human knowledge in relation to
thoughts and feelings. Knowledge did not only rely on reason. Romanticism provided a new
way of sensing human experience through non-rational, intuitive methods.
Key Concept: 3.6.I.A
Thematic Learning Objective: OS-10
Historical Thinking Skill: Historical Causation
3. Correct Answer: B
Feedback: Romanticism was in part a reaction against Enlightenment ideals but also against the
growing industrialization of European society. With urban growth and populations on the rise,
romantics offered an escape from an increasingly modern world and looked back on the past with
reverence and longing.
Key Concept: 3.6.I.A
Thematic Learning Objective: OS-13
Historical Thinking Skill: Historical Causation
4. Correct Answer: C
Feedback: Romantic writers, like their painting counterparts, sought to express themselves
through not only the senses or faculties, but by emotions, intuition and other non-rational
feelings.
Key Concept: 3.6.I.A
Thematic Learning Objective: OS-10
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
5. Correct Answer: D
Feedback: Writers of the romantic era would often use their writings as responses to social and
political uprisings. Many poems and other writings were directly or indirectly influenced by
historical events of the day. There is some speculation that Keats’ To Autumn, was influenced by
The Peterloo Massacre of 1819.
Key Concept: 3.6.I.B
Thematic Learning Objective: OS-12
Historical Thinking Skill: Comparison
Historical Thinking Skill: Interpretation
6. Correct Answer: A
AP European History Multiple Choice ANSWERS Period 3
Feedback: Reason in the 18th century followed classical rules and rational order. Romantic
writers such as Keats broke away from the rigidness of the 18th century and embraced a love of all
that could not be defined or classified by intellect.
Key Concept: 3.6.I.B
Thematic Learning Objective: OS-13
Historical Thinking Skill: Patterns of Continuity and Change over Time
7. Correct Answer: C
Feedback: The failure of the Revolutions of 1848 created an intellectual movement towards
realism and freedom to portray the world as it really existed without ties to illusion and wishful
thinking. This movement also influenced scientific political thought.
Key Concept: 3.6.II.D
Thematic Learning Objective: OS-8
Historical Thinking Skill: Periodization
8. Correct Answer: B
Feedback: If Romanticism was a reaction to the Industrial Revolution, 19th century Realism was
a rejection of all things romantic. Idealism was discredited as Europeans embraced futures based
on present facts rather than future imaginings. A belief in materialism reinforced that everything
spiritual was based on the physical.
Key Concept: 3.6.II.D
Thematic Learning Objective: OS-8
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Periodization
9. Correct Answer: A
Feedback: Many artists of the Realism era not only sought to portray the lives of ordinary
people but also to bring to focus social and economic issues, particularly among the lower
classes, impoverished workers victimized by the age of industry.
Key Concept: 3.6.II.D
Thematic Learning Objective: PP-14
Historical Thinking Skill: Historical Causation
10. Correct Answer: A
Feedback: In the Communist Manifesto, Marx laid out his call for revolution based on worker
exploitation within the capitalist economic system. Workers, he felt, were being kept in poverty
due to a subsistence wage system that did not equal the worker’s value of the products they
produced.
Key Concept: 3.6.II.C
Thematic Learning Objective: PP-10
Historical Thinking Skill: Patterns of Continuity and Change over Time
Historical Thinking Skill: Interpretation
11. Correct Answer: D
AP European History Multiple Choice ANSWERS Period 3
Feedback: According to Marx, material conditions give rise to economic classes. Changes in
these conditions cause changes in class structure as classes develop outlooks and interests suited
to their needs.
Key Concept: 3.6.II.C
Thematic Learning Objective: IS-7
Historical Thinking Skill: Patterns of Continuity and Change over Time
12. Correct Answer: C
Feedback: Marx saw earlier socialistic movements as utopian in nature. His views were based
on the scientific—that is, based on facts and real processes. He proposed a future with a classless
society but refused to describe any related social structure in detail. Specific plans equal idle
dreams.
Key Concept: 3.6.II.C
Thematic Learning Objective: PP-10
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
13. Correct Answer: C
Feedback: Impressionism began in France with a group of painters who rejected traditional
painting styles. They sought to represent everyday life and the natural world through light, color
and shapes instead of classical lines and themes.
Key Concept: 3.6.III.D
Thematic Learning Objective: OS-13
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
Historical Thinking Skill: Periodization
14. Correct Answer: B
Feedback: Impressionists preferred to paint outside, capturing their impressions of the modern
world. These impressions were very subjective in nature as opposed to realistic images. These
same trends of subjectivity would continue throughout the 20th century.
Key Concept: 3.6.III.D
Thematic Learning Objective: OS-13
Historical Thinking Skill: Patterns of Continuity and Change over Time
15. Correct Answer: D
Feedback: Impressionist painters tried to represent everyday life, the daily activities and
pleasures of ordinary people. Some artists such as Berthe Morisot used portrayals of young girls
and women to represent the experiences and memories in the lives of women.
Key Concept: 3.6.III.D
Thematic Learning Objective: OS-13
Historical Thinking Skill: Contextualization
16. Correct Answer: D
AP European History Multiple Choice ANSWERS Period 3
Feedback: There was a long standing ideal in Britain that Parliament should be populated by
gentlemen of independent means. Among the six points of the People’s Charter were the
abolition of property qualifications and payment of salaries. These changes would allow men of
lesser means to serve in government.
Key Concept: 3.3.I.B
Thematic Learning Objective: SP-4
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
17. Correct Answer: C
Feedback: The British Poor Law of 1834 corrected some issues surrounding old poor laws but
still did nothing in terms of relief for unemployment. The creation of workhouses and
poorhouses were meant to act as deterrents for relief and safeguards of the labor market.
Key Concept: 3.3.I.B
Thematic Learning Objective: IS-7
Historical Thinking Skill: Patterns of Continuity and Change over Time
18. Correct Answer: A
Feedback: Even though the Charter failed to pass, other legislative acts that followed paved the
way for the strengthening and formation of labor unions. Workers found themselves able to deal
with employers directly without the need for government involvement.
Key Concept: 3.3.I.B
Thematic Learning Objective: PP-8
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
19. Correct Answer: C
Feedback: The world economy of the late 19th century witnessed industrial expansion and
growth. A higher standard of living was reflected in people’s rising prosperity and social
mobility. More available income encouraged consumers to seek goods and services in ever
greater amounts.
Key Concept: 3.2.IV.A
Thematic Learning Objective: PP-1
Historical Thinking Skill: Patterns of Continuity and Change over Time
20. Correct Answer: A
Feedback: The Second Industrial Revolution not only created a rise in consumerism but also the
idea of mass marketing and the creation of products in huge quantities to reach a wide audience.
Consumers began to associate these goods with symbols of status.
Key Concept: 3.2.IV.A
Thematic Learning Objective: PP-4
Historical Thinking Skill: Comparison
Historical Thinking Skill: Contextualization
21. Correct Answer: B
Feedback: As transportation by railroads improved and the emergence of cars and airplanes
began, industry expanded in a geographic manner leading to a worldwide system of production
and consumption.
AP European History Multiple Choice ANSWERS Period 3
Key Concept: 3.2.IV.A
Thematic Learning Objective: IS-3
Historical Thinking Skill: Historical Causation
22. Correct Answer: B
Feedback: Joseph de Maistre was part of the conservative movement and he believed that man’s
savage nature must be held in check by strong authority. This directly contradicts Enlightenment
ideals of human behavior and aligns more with traditional religious views of man’s sinful, weak
nature.
Key Concept: 3.3.I.C
Thematic Learning Objective: OS-9
Historical Thinking Skill: Interpretation
23. Correct Answer: D
Feedback: Joseph de Maistre was a defender of hierarchical societies and monarchical states. He
viewed monarchies as the only stable form of government and believed that constitutions were
the products of God’s will, not human reason. He also believed that rejection of Christianity led
directly to the chaos and bloodshed of The Terror.
Key Concept: 3.3.I.C
Thematic Learning Objective: SP-3
Historical Thinking Skill: Contextualization
24. Correct Answer: A
Feedback: Conservatism, as expressed by Joseph de Maistre, appealed greatly to the aristocracy.
This ideological movement upheld aristocratic institutions and power. It sought to defend long
standing social and political traditions of church, king and noblemen..
Key Concept: 3.3.I.C
Thematic Learning Objective: SP-3
Historical Thinking Skill: Contextualization
25. Correct Answer: B
Feedback: Socioeconomic changes in 19th century Europe centered on the industrialization and
urbanization of society. As populations moved from rural to urban areas, working class people
began to experience the crowded housing and horrific living conditions of city life. The gap
between rich and poor would grow wider as the new working aristocracy became increasingly
powerful.
Key Concept: 3.2.I.A
Thematic Learning Objective: PP-6
Historical Thinking Skill: Periodization
Historical Thinking Skill: Historical Causation
26. Correct Answer: C
Feedback: Although politically Disraeli was a conservative, he held strong sympathies for the
goals of the Chartist movement. He even sought to create an alliance between landed aristocrats
and the working class against the rising power of the middle class.
Key Concept: 3.2.I.A
AP European History Multiple Choice ANSWERS Period 3
Thematic Learning Objective: PP-6
Historical Thinking Skill: Contextualization
27. Correct Answer: D
Feedback: Disraeli and other authors of his time were attempting to tap into the social
conscience of the public through literature. They hoped by doing so to lessen the ever growing
division within society and the poverty of the English working class.
Key Concept: 3.2.I.A
Thematic Learning Objective: PP-6
Historical Thinking Skill: Patterns of Continuity and Change over Time
28. Correct Answer: A
Feedback: The world economy of the 19th century was directly tied to the 2nd phase of the
Industrial Revolution. The growth of textile and more specifically metallurgical industry helped
to expand railroad mileage in Europe. Steel was a key product of the new age creating industrial
power among European nations.
Key Concept: 3.I.III.B
Thematic Learning Objective: PP-1
Historical Thinking Skill: Historical Causation
29. Correct Answer: C
Feedback: As industry expanded, so did markets. Advancements in transportation, such as
railroads, allowed goods, services, people and capital to move geographically without regards for
national boundaries, opening up distant markets for competition based on demand and need.
Key Concept: 3.I.III.B
Thematic Learning Objective: PP-4
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Contextualization
30. Correct Answer: D
Feedback: William Makepeace Thackeray used satire in his writings to portray the results of the
Second Industrial Revolution—one of which was that, in addition to opening up regional and
global markets, industry began to produce goods on a massive scale and to market them to an
ever increasing audience.
Key Concept: 3.I.III.B
Thematic Learning Objective: IS-3
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Interpretation
31. Correct Answer: C
Feedback: Bismarck was a practitioner of Realpolitk or the politics of reality. He believed
alliances should be based on their usefulness and viewed war as an acceptable means to follow a
government’s strategic interests.
Key Concept: 3.4.III.B
Thematic Learning Objective: SP-14
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
AP European History Multiple Choice ANSWERS Period 3
Historical Thinking Skill: Interpretation
32. Correct Answer: D
Feedback: After the Napoleonic Wars, Germans became increasingly nationalistic. German
philosophy glorified group loyalties. Bismarck shifted the European balance of power, by the
Prussian conquering of a united all-Germanic state.
Key Concept: 3.4.II.B
Thematic Learning Objective: SP-17
Historical Thinking Skill: Patterns of Continuity and Change over Time
33. Correct Answer: A
Feedback: Bismarck not only took care to isolate his enemies before striking, he also exploited
the ambitions of European states which, in their competition against one another, failed time and
time again to act against Prussian aggression. Their failure to do so brought about what they
feared the most, a unified German state.
Key Concept: 3.4.III.B
Thematic Learning Objective: SP-18
Historical Thinking Skill: Historical Causation
34. Correct Answer: A
Feedback: John Stuart Mill represents classical liberalism and its emphasis on the rights of the
individual. However, most liberals feared the excesses of the mob and did not favor universal
suffrage for all people.
Key Concept: 3.3.I.A
Thematic Learning Objective: OS-10
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
35. Correct Answer: C
Feedback: Mill, like most liberals, favored a constitutional monarchy. They valued
representative government including freedom of the press and free rights of assembly. Liberals
believed in the human capacity for self-control and self-government in a well ordered, modern
society.
Key Concept: 3.3.I.A
Thematic Learning Objective: SP-7
Historical Thinking Skill: Interpretation
36. Correct Answer: B
Feedback: Mill, like most liberals, favored a constitutional monarchy. Liberalism celebrated the
Rational Individual who was an autonomous person capable of free use of reason and
independent thought. These rational beings would be able to reach solutions on issues by
peaceable and reasoned means.
Key Concept: 3.3.I.A
Thematic Learning Objective: IS-7
AP European History Multiple Choice ANSWERS Period 3
Historical Thinking Skill: Contextualization
37. Correct Answer: B
Feedback: The Cult of Domesticity structured family life in the 19th century. It identified the
proper sphere for women as within the home. As women were to occupy this private sphere, men
were to occupy the public sphere. Emmeline Pankhurst challenged this notion with her
occupation of both.
Key Concept: 3.2.III.A
Thematic Learning Objective: IS-6
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Contextualization
38. Correct Answer: D
Feedback: The Feminist movement was closely tied to the ideals of the Enlightenment.
Egalitarianism stressed the ways in which women and men were alike in their shared use of
reason and the universality of human rights.
Key Concept: 3.3.III.C
Thematic Learning Objective: IS-4
Historical Thinking Skill: Comparison
39. Correct Answer: A
Feedback: A pattern of British official opposition and continued rejection of women’s rights
legislation turned the feminist movement towards militancy. Pankhurst led a campaign of violent
protest and was herself arrested and jailed on several occasions.
Key Concept: 3.3.III.C
Thematic Learning Objective: SP-9
Historical Thinking Skill: Patterns of Continuity and Change over Time
40. Correct Answer: C
Feedback: Women’s suffrage was only one component of the Feminist movement. They also
wished to improve women’s working conditions and provide access to education. These theories
and strategies would carry Feminism well into the 20th century.
Key Concept: 3.3.III.C
Thematic Learning Objective: IS-9
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
41. Correct Answer: C
Feedback: Old European colonialism was maritime and mercantile in nature. The new
imperialism differed due to the accumulation of industrial wealth and power within Europe.
Exportation of capital became a major economic incentive as European nations scrambled to
stake their claims on the African continent.
Key Concept: 3.5.I.A
Thematic Learning Objective: INT-1
AP European History Multiple Choice ANSWERS Period 3
Historical Thinking Skill: Contextualization
42. Correct Answer: A
Feedback: Europeans needed new markets for the exporting of manufactured goods, but they
mostly needed raw materials. Rubber from tropical rubber trees in the Congo was in high
demand and local people’s labor was used as a means of filling this demand.
Key Concept: 3.5.I.B
Thematic Learning Objective: INT-1
Historical Thinking Skill: Historical Causation
43. Correct Answer: D
Feedback: Social Darwinism was a racist doctrine extolling the virtues of the white race.
Distant countries and non-European people were seen to be in need of being civilized and
controlled. Although slavery was suppressed and discouraged, Africans were still subjected to
forced labor, under brutal conditions resulting in many deaths.
Key Concept: 3.5.I.B
Thematic Learning Objective: INT-7
Historical Thinking Skill: Historical Causation
44. Correct Answer: C
Feedback: Imperial rivalries over Africa ruined European international relations. France and
Britain came very close to war over territories. Although France eventually backed down, the
situation left hard feelings between the two nations. These and other strained relations paved the
way for conflicts that would lead to World War I.
Key Concept: 3.5.III.A
Thematic Learning Objective: SP-18
Historical Thinking Skill: Periodization
45. Correct Answer: B
Feedback: In what became known as the Eastern Question, the declining Ottoman Empire posed
not only diplomatic and political issues but gave birth to uprisings within the Empire, first in the
Balkans followed by Greece. The weakening of the Ottoman Empire allowed instability to
manifest in its European territories.
Key Concept: 3.4.I.C
Thematic Learning Objective: PP-10
Historical Thinking Skill: Historical Causation
46. Correct Answer: C
Feedback: The Greek War for Independence signified everything the Congress of Vienna
attempted to prevent. The objective of the Congress was long-term peace for Europe through
conservative policies. They feared revolutions and made attempts to limit nationalism in order to
maintain peace after the defeat of Napoleon.
Key Concept: 3.4.I.C
Thematic Learning Objective: SP-17
AP European History Multiple Choice ANSWERS Period 3
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Comparison
47. Correct Answer: D
Feedback: The Concert of Europe or the ideal of the balance of power in Europe lost its
effectiveness due to rising nationalism, the decline of the Ottoman Empire and the wars that
followed. European powers scrambled to position themselves to benefit from the collapse as
some did and others to see that the Empire was preserved. After WWI, the complete collapse of
the Ottoman Empire saw its holdings divided among the victors.
Key Concept: 3.4.I.C
Thematic Learning Objective: SP-14
Historical Thinking Skill: Patterns of Continuity and Change over Time
48. Correct Answer: A
Feedback: The Concert of Europe or the ideal of the balance of power in Europe lost its
effectiveness due to rising nationalism, the decline of the Ottoman Empire and the wars that
followed. European powers scrambled to position themselves to benefit from the collapse as
some did and others to see that the Empire was preserved. After WWI, the complete collapse of
the Ottoman Empire saw its holdings divided among the victors.
Key Concept: 3.3.II.B
Thematic Learning Objective: PP-13
Historical Thinking Skill: Interpretation
49. Correct Answer: C
Feedback: Although some of the lower income citizens were displaced and some new
neighborhoods were divided by class, Haussmann’s plan for the city had many benefits. The
number of epidemics were greatly reduced due to less crowded living conditions. Business was
greatly increased and jobs were plentiful during all phases of the program.
Key Concept: 3.3.II.B
Thematic Learning Objective: PP-15
Historical Thinking Skill: Historical Causation
50. Correct Answer: B
Feedback: Not only did Haussmann remake Paris above ground but below as well. Underneath
the city pipes, sewers and tunnels brought basic services to its citizens. Water issues were dealt
with through a system of aqueducts designed to bring in fresh water. These transformations
greatly improved the quality of life in Paris.
Key Concept: 3.3.II.B
Thematic Learning Objective: IS-3
Historical Thinking Skill: Patterns of Continuity and Change over Time