AP European History Multiple Choice ANSWERS Period 4
1. Correct Answer: B
Feedback: Cubism turned natural objects and human bodies into abstract forms with splashes of
color. The movement also sought to portray objects from multiple perspectives. Cubism
represented a highly subjective view of the world.
Key Concept: 4.3.IV.A
Thematic Learning Objective: OS-10
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
2. Correct Answer: D
Feedback: Artists in the Cubist style reflected the influence of the stark, simple power of nonWestern art. African and even Native American cultures presented forms of what was defined as
primitive expressions and energy in their art. These ideals influenced and shaped the Cubist
movement.
Key Concept: 4.3.IV.A
Thematic Learning Objective: OS-13
Historical Thinking Skill: Comparison
Historical Thinking Skill: Contextualization
3. Correct Answer: A
Feedback: Cubism was part of an avant-garde movement, pushing boundaries outside the norm.
Social anxiety surrounding the Industrial Revolution created new forms of artistic expression and
questioning of traditional European viewpoints regarding the world and the nature of humanity.
Key Concept: 4.3.IV.A
Thematic Learning Objective: OS-13
Historical Thinking Skill: Patterns of Continuity and Change over Time
4. Correct Answer: B
Feedback: Woodrow Wilson hoped to establish long lasting peace at Versailles in 1919. His
Fourteen Points laid out his plan for peace. However, criticisms of European colonialism were
ignored at the peace conference. As they stripped Germany of her colonies, the spoils were
divided up under international law mandates, giving most colonial territories over to Britain and
France and allowing European imperialism to continue.
Key Concept: 4.1.VII.A
Thematic Learning Objective: INT-1
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Interpretation
5. Correct Answer: A
Feedback: The instability that followed Wilson’s Fourteen Points and the Treaty of Versailles
was the result of growing anti-Imperialist movements throughout Africa and Asia. The failure to
deal with growing principles of self-determination within colonial territories set the stage for the
beginnings of decolonization.
Key Concept: 4.1.VII.A
Thematic Learning Objective: INT-2
Historical Thinking Skill: Contextualization
AP European History Multiple Choice ANSWERS Period 4
6. Correct Answer: C
Feedback: Secretary of State Lansing’s fears regarding the right of self-determination issue were
well founded. The 1920s witnessed the beginning of movements towards decolonization and
independence for many colonial territories. The Indian National Movement under Gandhi would
last almost 20 years before freedom was won.
Key Concept: 4.1.VII.C
Thematic Learning Objective: INT-9
Thematic Learning Objective: INT-11
Historical Thinking Skill: Historical Causation
7. Correct Answer: C
Feedback: As Mussolini came to power in 1922, Italy turned away from democracy and
embraced Fascism. Mussolini consolidated his power within a few years through manipulation
and depoliticalization of the Italian people. Starting in 1935, he turned his sights towards military
and imperialistic ventures.
Key Concept: 4.2.II.A
Thematic Learning Objective: OS-9
Historical Thinking Skill: Contextualization
8. Correct Answer: B
Feedback: Mussolini wished to create national unity and economic self-sufficiency in Italy. He
controlled individuals and social groups by a cult of personality centered on himself. Some
people even referred to him as a “messiah”. The religious overtones of the cult of personality
turned Fascism into a form of secular religion.
Key Concept: 4.2.II.A
Thematic Learning Objective: SP-6
Historical Thinking Skill: Comparison
9. Correct Answer: A
Feedback: Newspaper editors were personally chosen by Mussolini and certificates of operation
were issued secretly. He liked to promote the appearance of free press yet at the same time used
journalists to fuel his propaganda machine. Mussolini controlled all portrayals of himself
whether in print or photographs as publicity nearly always surrounded him.
Key Concept: 4.2.II.A
Thematic Learning Objective: SP-10
Historical Thinking Skill: Historical Causation
10. Correct Answer: C
Feedback: The League of Nations proved to be powerless against any aggressive actions. It
attempted to impose sanctions against Italy in 1935 for the invasion of Ethiopia without success.
The main weakness was lack of participation from powers such as the United States, Soviet
Union and Germany.
AP European History Multiple Choice ANSWERS Period 4
Key Concept: 4.I.II.B
Thematic Learning Objective: SP-6
Historical Thinking Skill: Historical Causation
11. Correct Answer: D
Feedback: Hitler understood the Western weaknesses and used them to his advantage. He
would encroach, stir up fears of war, then withdraw claiming a small portion of some country and
declaring peace. He played on the fears of the democratic world and this was done in several
cycles over a number of years.
Key Concept: 4.I.III.A
Thematic Learning Objective: SP-8
Historical Thinking Skill: Historical Argumentation
12. Correct Answer: B
Feedback: Pacifism in Western Europe had its roots in the aftermath of WWI. The human and
financial costs of that conflict made European states cling to peace at all costs. The French, in
particular, adopted a defensive strategy. Ideological divisions prevented France from having a
firm foreign policy. Britain also was reluctant to involve itself and the British Prime Minister,
Neville Chamberlain, became the symbol of the appeasement policy.
Key Concept: 4.I.III.A
Thematic Learning Objective: SP-6
Historical Thinking Skill: Historical Causation
13. Correct Answer: A
Feedback: Gorbachev introduced limited economic reforms meant to stimulate the economy.
He intended to encourage private enterprise and create a market based economy linked to the
outside world. His reforms did little to stimulate an old economic system in need of
abandonment.
Key Concept: 4.2.V.C
Thematic Learning Objective: PP-15
Historical Thinking Skill: Patterns of Continuity and Change over Time
14. Correct Answer: C
Feedback: In the mid-1980s, some of the basic structures of Soviet Communism were beginning
to unravel. Reform measures introduced by Gorbachev opened channels to deal with issues of
human rights and personal liberty. A revolution from within was about to begin.
Key Concept: 4.2.V.C
Thematic Learning Objective: SP-9
Historical Thinking Skill: Patterns of Continuity and Change over Time
15. Correct Answer: D
Feedback: As the winds of change blew through the Soviet Union, the peoples of eastern Europe
rose up one by one in civil resistance to communism and pressured governments for the chance to
decide their own fates. This was part of the revolutionary wave of 1989 that rolled through the
communist states of central and eastern Europe.
AP European History Multiple Choice ANSWERS Period 4
Key Concept: 4.2.V.C
Thematic Learning Objective: SP-19
Historical Thinking Skill: Historical Causation
16. Correct Answer: B
Feedback: Western Europe experienced a period of rapid economic growth in the 1950s and
1960s. Prosperity was in part a result of government economic planning and embracing of a
competitive, capitalist market. Labor shortages enticed people from former European colonies to
immigrate and seek economic opportunities.
Key Concept: 4.4.III.D
Thematic Learning Objective: PP-5
Historical Thinking Skill: Historical Causation
17. Correct Answer: A
Feedback: Economic growth and labor shortages led European governments to implement a
guest worker program inviting foreign workers to temporarily reside and work in a host country.
However, many of the guest workers did not return home at the end of their contracts. They
stayed and formed groups to maintain their cultural traditions and identities.
Key Concept: 4.4.III.D
Thematic Learning Objective: INT-11
Historical Thinking Skill: Contextualization
18. Correct Answer: D
Feedback: The steady flow of immigrants into Europe gave birth to tensions and hostility.
French nationalism took the form of the National Front party with its focus on anti-immigration
feelings among the indigenous population. Immigrants, particularly Muslims, became the focal
point of their policies and were viewed as a mortal threat to the secular values of the French
Republic.
Key Concept: 4.4.III.D
Thematic Learning Objective: INT-7
Historical Thinking Skill: Patterns of Continuity and Change over Time
19. Correct Answer: D
Feedback: Religion was in a state of change in modern Europe. Christianity was suffering from
declines in attendance and competition from other growing non-Christian faiths. Conflicts within
the church gradual began to give way to compromise and cooperation. Christians were choosing
to share common beliefs over theological disagreements.
Key Concept: 4.3.III.B
Thematic Learning Objective: OS-3
Historical Thinking Skill: Interpretation
20. Correct Answer: A
Feedback: Pope John XXIII was the champion of ecumenical thought when he convened the
Second Vatican Council. He was an innovative pope who worked to bring the church into
harmony with the world. Although he did not live to see the results of his reforms, his message
of peace and respect for human rights reshaped modern Catholicism.
AP European History Multiple Choice ANSWERS Period 4
Key Concept: 4.3.III.B
Thematic Learning Objective: SP-3
Historical Thinking Skill: Periodization
21. Correct Answer: B
Feedback: Although many Protestant churches adapted their teachings to suit the modern world,
there was a reaction among some to revert back to the root principles of the Reformation. These
theologians revived a powerful movement based on fundamentalist principles emphasizing
revealed religion and faith. Evangelicalism was an offshoot of this movement that took hold in
the U.S. but not widely in Europe.
Key Concept: 4.3.III.B
Thematic Learning Objective: SP-3
Historical Thinking Skill: Historical Causation
22. Correct Answer: A
Feedback: The Anti-Semitic Laws of Nuremburg grew out of the Nazi ideology of German
nationalism. They envisioned creating a society that would be racially homogeneous in order to
preserve national unity. This would lead to a regeneration of the German people.
Key Concept: 4.I.III.D
Thematic Learning Objective: SP-17
Historical Thinking Skill: Periodization
23. Correct Answer: C
Feedback: Nazi racism was not only an ideology of anti-Semitism but included a form of
scientific racism. Supposed scientific theories supported the beliefs of racial superiority of the
German or Aryan race and the inferiority of the Jews and other non-whites. The Nuremburg
Laws took this scientific based racism and applied it to legal discrimination against Jews.
Key Concept: 4.I.III.D
Thematic Learning Objective: IS-7
Historical Thinking Skill: Contextualization
24. Correct Answer: D
Feedback: The Final Solution to the Jewish problem by the Nazis was a systematic program of
removal, transportation to death camps, and killing of the Jewish people. Over 6 million people
of Jewish descent lost their lives during the Holocaust, all in the name of German racial purity.
Key Concept: 4.I.III.D
Thematic Learning Objective: IS-10
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Interpretation
25. Correct Answer: C
Feedback: Nations entered WWI with enthusiasm for the concept of human struggle but came
out of the conflict bitter and pessimistic. The human cost and suffering caused by the war turned
public opinion and artistic themes to the realms of irony and bitterness.
Key Concept: 4.4.I.A
AP European History Multiple Choice ANSWERS Period 4
Thematic Learning Objective: IS-8
Historical Thinking Skill: Periodization
26. Correct Answer: B
Feedback: After 1918, poets wrote of the horrors of a senseless war and were the embodiment of
a generation alienated from society by their wartime experiences. Soldiers, these young men,
would go on to live haunted lives constantly overshadowed by the memories of their experiences.
Key Concept: 4.4.I.A
Thematic Learning Objective: IS-8
Historical Thinking Skill: Contextualization
27. Correct Answer: D
Feedback: The widespread cultural consequence emerging in post-war Europe was evident in
literature and art. Rejection of traditional artistic styles and a fascination with human impulses
led first to Dadaism, then found further expression in the concepts of Surrealism.
Key Concept: 4.4.I.A
Thematic Learning Objective: IS-8
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence
28. Correct Answer: B
Feedback: Both World Wars created a labor shortage that women filled, in jobs that were not
traditionally female. Women poured into factories and joined the military. These opportunities
for economic independence, given up when men returned from the war, helped to redefine
women’s roles and continued as a social process of change which began with the Industrial
Revolution.
Key Concept: 4.4.II.A
Thematic Learning Objective: IS-4
Thematic Learning Objective: IS-9
Historical Thinking Skill: Patterns of Continuity and Change over Time
29. Correct Answer: D
Feedback: British economist William Beveridge created a government proposal which included
financial incentives for reproduction. With new social emphasis on marriage and the nuclear
family, women were encouraged to become dependents of this new welfare state. Thus, keeping
them at home in the roles of child-rearing and out of the public sphere.
Key Concept: 4.4.II.C
Thematic Learning Objective: PP-5
Historical Thinking Skill: Historical Argumentation
30. Correct Answer: C
Feedback: European society changed as a result of both World Wars. Women’s roles in
particular were both revolutionized and redefined. Social pressures wished to turn women
towards more traditional roles however women, having experienced personal and economic
AP European History Multiple Choice ANSWERS Period 4
freedom, pushed for more participation in the public sphere through economic and political
means.
Key Concept: 4.4.II.D
Thematic Learning Objective: IS-6
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Periodization
31. Correct Answer: C
Feedback: Stalin’s economic planning included a series of 5 year plans beginning in 1928. He
hoped for the rapid modernization of Soviet industry and agriculture through theories of
centralized economics. Collectivization involved setting up collective farms by combining
individual peasants, land and livestock controlled by the state.
Key Concept: 4.2.I.E
Thematic Learning Objective: PP-16
Historical Thinking Skill: Historical Argumentation
Historical Thinking Skill: Interpretation
32. Correct Answer: A
Feedback: Stalin’s economic planning included a series of 5 year plans beginning in 1928. He
hoped for the rapid modernization of Soviet industry and agriculture through theories of
centralized economics. Collectivization involved setting up collective farms by combining
individual peasants, land and livestock controlled by the state.
Key Concept: 4.2.I.E
Thematic Learning Objective: IS-10
Historical Thinking Skill: Contextualization
33. Correct Answer: B
Feedback: Large scale purges were conducted by Stalin throughout the 1930s. Concerned over
unrest created by the kulak resistance, Stalin systematically terrorized, deported and executed
anyone perceived to be a threat to his power. A series of trials also dealt with the “Old
Bolsheviks” or former senior members of the Communist party.
Key Concept: 4.2.I.E
Thematic Learning Objective: IS-10
Historical Thinking Skill: Historical Causation
34. Correct Answer: D
Feedback: Stalin, through his repressive policies, worked to rid himself of all rivals for power.
His supporters were a younger group, schooled in the ways of the new order and more easily
accepted the concept of Stalin’s dictatorship. It has been estimated that nearly 20 million people
died during Stalin’s years in power.
Key Concept: 4.2.I.E
Thematic Learning Objective: SP-6
Historical Thinking Skill: Periodization
35. Correct Answer: C
AP European History Multiple Choice ANSWERS Period 4
Feedback: The balance of power after WWII lay between the United States and the Soviet
Union. Ideological tensions between the two countries led to a mutual feeling of mistrust and
suspicion. Neither side wished for direct military conflicts. The U.S. hoped along with Western
Europe to effectively contain the Soviets and prevent any further expansion. This was known as
the “containment policy.”
Key Concept: 4.I.IV.B
Thematic Learning Objective: SP-14
Historical Thinking Skill: Periodization
36. Correct Answer: A
Feedback: The Marshall Plan was a blueprint for European economic recovery. The United
States offered financial support to all European nations although it was rejected by the Soviet
Union. On the basis of this aid, Western Europeans accelerated their recovery and extended the
post-war economic boom well into the 1960s.
Key Concept: 4.I.IV.A
Thematic Learning Objective: INT-8
Historical Thinking Skill: Interpretation
Historical Thinking Skill: Historical Argumentation
37. Correct Answer: B
Feedback: Although the Marshall Plan, on the surface, was a humanitarian gesture, the U.S. also
hoped it would prevent Europe from drifting into Communism. The Soviet Union rejected the
plan and labeled it as American Imperialism. The distrust was now turning to open hostility.
Key Concept: 4.I.IV.A
Thematic Learning Objective: INT-8
Thematic Learning Objective: PP-5
Historical Thinking Skill: Contextualization
38. Correct Answer: D
Feedback: WWI resulted in tremendous losses for both the winners and losers. Nations suffered
more casualties that in any previous conflict. At the heart of these losses was the use of modern
20th century technology and weapons in 19th century style warfare.
Key Concept: 4.1.I.B
Thematic Learning Objective: SP-13
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
39. Correct Answer: A
Feedback: New technologies such as machine guns, poison gas and barbed wire made warfare
not only more efficient but more deadly. The majority of casualties were caused by artillery fire
and the use of high explosive shells. Mankind through technology became more efficient at
killing one another.
Key Concept: 4.1.I.B
Thematic Learning Objective: SP-13
Historical Thinking Skill: Historical Causation
AP European History Multiple Choice ANSWERS Period 4
Historical Thinking Skill: Contextualization
40. Correct Answer: B
Feedback: WWI is viewed today as the first modern war. Technologies such as tanks, airplanes
and submarines were employed for the first time in warfare. This was a total war that mobilized
every available resource with greater financial and human costs than ever before.
Key Concept: 4.1.I.B
Thematic Learning Objective: SP-13
Historical Thinking Skill: Periodization
41. Correct Answer: B
Feedback: Modern war has been characterized as total war vs the older idea of limited war.
Total refers to the idea of complete population mobilization. This was identified as a separate
class of warfare sometime in the mid-19th century and differed from limited wars which had little
effect directly on warring societies. Total war affected not only every social class but nearly all
people in the belligerent countries.
Key Concept: 4.4.II.A
Thematic Learning Objective: IS-6
Historical Thinking Skill: Patterns of Continuity and Change over Time
42. Correct Answer: A
Feedback: As men were drafted in increasing numbers for military service, women flooded into
factories and office jobs, taking over roles that were traditionally male. Many countries, through
propaganda, encouraged and enticed women into to the workforce as part of their patriotic duty.
Key Concept: 4.4.II.A
Thematic Learning Objective: IS-4
Historical Thinking Skill: Contextualization
43. Correct Answer: C
Feedback: When Germany first attacked the Soviet Union in 1941, thousands of women
volunteered for combat duty. Although they were initially discouraged, eventually women saw
combat duty as pilots, machine gunners, tank drivers and medics. Women also proved to be
highly skilled as snipers and some were credited with killing hundreds of German soldiers.
Key Concept: 4.4.II.A
Thematic Learning Objective: IS-9
Historical Thinking Skill: Comparison
44. Correct Answer: D
Feedback: Although some women hoped to keep working after the war, most realized they
would be returning to more traditional gender roles as men returned to the workforce. Soviet
women who fought on the front lines, were expected to do the same and received little or no
official recognition of their wartime efforts.
Key Concept: 4.4.II.A
Thematic Learning Objective: OS-4
Historical Thinking Skill: Patterns of Continuity and Change over Time
AP European History Multiple Choice ANSWERS Period 4
45. Correct Answer: C
Feedback: Post-war Europe was triumphant over Nazi Germany, but faced new threats. The
Soviet Union occupied part of Germany and most of Eastern Europe. Referred to in the west as
the “Iron Curtain”, Soviet influence in these satellite Communist states was viewed with mistrust
by Western Europe and the U.S.
Key Concept: 4.I.IV.A
Thematic Learning Objective: SP-14
Historical Thinking Skill: Contextualization
46. Correct Answer: A
Feedback: The growing mutual mistrust between the U.S., her allies and the Soviet Union was
becoming tense in post-war Europe. The U.S., through a policy of containment and economic aid
of the Marshall Plan, hoped to stem the tide of growing Soviet influence in Eastern Europe and
the World. The creation of NATO was as a military alliance or a collective security system, and
as a shield for western Europe against Soviet aggression.
Key Concept: 4.I.IV.A
Thematic Learning Objective: INT-8
Historical Thinking Skill: Periodization
47. Correct Answer: B
Feedback: The rivalry in Europe between east and west was at a stalemate in 1950. However,
the struggle was about to shift to an Asian venue with the conflict in Korea. The Korean War was
viewed in the west as a key test for their containment policy. This was only the beginning of a
series of global conflicts of the Cold War, a struggle that would last for decades.
Key Concept: 4.I.IV.B
Thematic Learning Objective: INT-9
Historical Thinking Skill: Historical Causation
48. Correct Answer: C
Feedback: The prosperity of the 1920s witnessed the expansion of international trade and
industry. However, this prosperity was built on a shaky foundation of finance through credit.
Agricultural depression set the stage for the stock market crash in 1929. Over-speculation
combined with massive selloffs spread financial ruin from the U.S. to Europe and to the World.
Key Concept: 4.2.III.B
Thematic Learning Objective: INT-8
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Periodization
49. Correct Answer: B
Feedback: American capital after the stock market crash, European and world production began
to fall, by 2/3 between the years 1929 and 1932. European governments made efforts to free
themselves of an undependable world market through protectionist policies. Governments
attempted to hold onto exports while eliminating competition from imports. The world economy
was becoming fiercely competitive and nationalistic in nature.
Key Concept: 4.2.III.C
Thematic Learning Objective: PP-8
AP European History Multiple Choice ANSWERS Period 4
Historical Thinking Skill: Contextualization
50. Correct Answer: D
Feedback: In both Britain and France, leftist leaning political and social elements began to
emerge. Britain struggled with labor strikes and raging unemployment. France felt threatened by
Fascist-like groups and formed a multi-party governing coalition, the Popular Front, to defend the
French Republic from Fascism.
Key Concept: 4.2.III.C
Thematic Learning Objective: PP-8
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time