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- 2017
- AP European History
- Free-Response Questions
- © 2017 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo
- are registered trademarks of the College Board. Visit the College Board on the Web: www.collegeboard.org.
- AP Central is the official online home for the AP Program: apcentral.collegeboard.org.
- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- EUROPEAN HISTORY
- SECTION I, Part B
- Time — 50 minutes
- 4 Questions
- Directions: Read each question carefully and write your response in the Section I, Part B: Short-Answer Response
- booklet. You must write your response to each question on the lined page designated for that response. Each response
- is expected to fit within its designated page.
- Answer all parts of every question. Use complete sentences; an outline or bulleted list alone is not acceptable. You
- may plan your answers in this exam booklet, but no credit will be given for notes written in this booklet. Sources
- have been edited for the purposes of this exercise.
- 1. a) Identify and explain ONE continuity in European family life from 1700 through 1900.
- b) Identify and explain ONE change in European family life from 1700 through 1900.
- c) Identify and explain a SECOND distinct change in European family life from 1700 through 1900.
- © 2017 The College Board.
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- -2-
- GO ON TO THE NEXT PAGE.
- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- Use the map below to answer all parts of the question that follows.
- Each dot represents a city that produced at least 50 different books or book editions during the period 1452–1500.
- 2. a) For the period 1452–1500, identify and explain ONE cause that contributed to the geographical distribution
- of printing centers in Europe shown on the map.
- b) For the period 1500–1550, identify and explain ONE short-term cultural or political effect of the emergence
- of printing centers such as the ones shown on the map.
- c) For the period 1550–1789, identify and explain ONE long-term effect of the spread of printing on European
- society.
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- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- Use the passage below to answer all parts of the question that follows.
- “The welfare state, in short, was born of a cross-party twentieth-century consensus. . . . Moreover, and here
- the memory of war once again played an important role, the twentieth-century ‘socialist’ welfare states were
- constructed not as an advance guard of egalitarian revolution but to provide a barrier against the return of the
- past: against economic depression and its polarizing, violent political outcome in the desperate politics of
- Fascism and Communism alike. The welfare states were thus prophylactic [preventive]. . . . Thanks to a half
- century of prosperity and safety, we in the West have forgotten the political and social traumas of mass
- insecurity. And thus we have forgotten why we have inherited those welfare states and what brought them
- about.”
- Tony Judt, British historian, Reappraisals: Reflections on the Forgotten
- Twentieth Century, 2008
- 3. a) Provide ONE piece of evidence that would support Judt’s argument regarding the creation of welfare states.
- b) Provide ONE piece of evidence that would support Judt’s characterization of political and economic
- conditions in the period 1960 to 2000.
- c) Briefly analyze ONE way in which Judt’s argument is a response to the political and intellectual trends in
- late-twentieth-century Europe.
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- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- Use the passage below to answer all parts of the question that follows.
- “For if Tycho Brahe,* considering the immensity of those globes [the planets], believed that they did not exist
- pointlessly in the world, but were packed with inhabitants, how much more convincing will it be for us,
- perceiving the variety of the works and intentions of God on this globe of Earth, to adopt a similar conjecture
- about the others as well? For He has created species to inhabit the waters, though there is no place under
- them for air, which living things draw in; He has sent into the immensity of the air birds propped up by
- feathers; He has given to the snowy tracts of the north white bears and white foxes. . . . Has He then used up
- all His skill on the globe of the Earth? For whose benefit do four moons gird Jupiter,** as this single Moon
- of ours does our home? In fact we shall also reason in the same way about the globe of the Sun—is that globe
- empty but the others full, if everything else corresponds more closely? If just as the Earth breathes out
- clouds, the Sun breathes out black soot [sun spots]?***”
- Johannes Kepler, German mathematician, astronomer, and astrologist,
- Harmony of the World, treatise, 1619.
- * Danish astronomer (1546–1601) who is considered the pioneer of scientific astronomical observation.
- ** The four largest moons of Jupiter were discovered in 1610 by Galileo Galilei.
- *** Sun spots were first observed telescopically in 1610–1611 by several European astronomers.
- 4. a) Analyze ONE way in which the passage reflects traditional views of the cosmos.
- b) Analyze ONE way in which the passage challenges traditional views of the cosmos.
- c) Choose ONE example of a scientific discovery made during the Scientific Revolution (other than the
- discoveries explicitly mentioned in the passage) and explain how it challenged traditional views of nature.
- END OF SECTION I
- © 2017 The College Board.
- Visit the College Board on the Web: www.collegeboard.org.
- -5
- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- EUROPEAN HISTORY
- SECTION II
- Total Time—1 hour, 30 minutes
- Question 1 (Document-Based Question)
- Suggested reading and writing time: 55 minutes
- It is suggested that you spend 15 minutes reading the documents and 40 minutes writing your response.
- Note: You may begin writing your response before the reading period is over.
- Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose
- of this exercise.
- In your response you should do the following.
- •
- Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The
- thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.
- •
- Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical
- complexity by explicitly illustrating relationships among historical evidence such as contradiction,
- corroboration, and/or qualification.
- •
- Use of the Documents: Utilize the content of at least six of the documents to support the stated thesis or a
- relevant argument.
- •
- Sourcing the Documents: Explain the significance of the author’s point of view, author’s purpose, historical
- context, and/or audience for at least four documents.
- •
- Contextualization: Situate the argument by explaining the broader historical events, developments, or processes
- immediately relevant to the question.
- •
- Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the
- documents to support or qualify the argument.
- •
- Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.
- o
- A development in a different historical period, situation, era, or geographical area.
- o
- A course theme and/or approach to history that is not the focus of the essay (such as political,
- economic, social, cultural, or intellectual history).
- o
- A different discipline or field of inquiry (such as economics, government and politics, art
- history, or anthropology).
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- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- 1. Evaluate whether or not the Glorious Revolution of 1688 can be considered part of the Enlightenment.
- Document 1
- Source: John Evelyn, writer and founding member of the Royal Society of London for Improving Natural
- Knowledge, diary entry, 1688
- 7th October—Dr. Tenison [an Anglican minister] preached at St. Martin’s church, showing the Scriptures to
- be our only rule of faith, and its perfection above all traditions. After which, near 1,000 devout persons
- partook of the Communion. The sermon was chiefly a response to a sermon by a Jesuit, who the Sunday
- before had disparaged the Scripture and railed at our translation. Some who were present [on that Sunday]
- pulled the Jesuit out of the pulpit, and treated him very coarsely. Hourly expectation of William, the Prince of
- Orange’s invasion heightened to that degree, that his Majesty [James II] thought fit to dispense with all laws
- and in the meantime, he called over 5,000 Irish and 4,000 Scots soldiers, and continued to remove Protestants
- and put in Papists at Portsmouth harbor and other places of trust, and retained the Jesuits about him,
- increasing the universal discontent. It brought people to so desperate a pass, that they seemed passionately to
- long for and desire the landing of the Prince of Orange, whom they looked on to be their deliverer from
- Popish tyranny, praying incessantly for an east wind, which was said to be the only hindrance of his
- expedition [from the Netherlands] with a numerous army ready to make a descent.
- Document 2
- Source: King William III, declaration, October 10, 1688
- The Declaration of His Highness William, by the Grace of God, Prince of Orange, etc., of the reasons
- inducing him to appear in arms in the Kingdom of England, and for preserving the Protestant religion, and
- for restoring the laws and liberties of England, Scotland, and Ireland:
- We for our part will concur in everything that may procure the peace and happiness of that nation, which a
- free and lawful Parliament shall determine, since we have nothing before our eyes in this our undertaking but
- the preservation of the Protestant religion, the covering of all men from persecution for their conscience, and
- the securing to the whole nation the free enjoyment of all their laws, rights, and liberties, under a just and
- legal government.
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- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- Document 3
- Source: Excerpts from the English Bill of Rights, passed by Parliament and ratified by William III, 1689
- Lords Spiritual and Temporal and Commons, being now assembled in a full and free representative of this
- nation, do in the first place (as their ancestors in like case have usually done) for the vindicating and asserting
- their ancient rights and liberties declare:
- That the pretended power of suspending the laws or the execution of laws by royal authority without consent
- of Parliament is illegal;
- That levying money for or to the use of the Crown by pretence of prerogative, without grant of Parliament,
- for longer time, or in other manner than the same is or shall be granted, is illegal;
- That the raising or keeping of a standing army within the kingdom in time of peace, unless it be with consent
- of Parliament, is against law;
- That the subjects which are Protestants may have arms for their defense suitable to their conditions and as
- allowed by law;
- That the freedom of speech and debates or proceedings in Parliament ought not to be impeached or
- questioned in any court or place out of Parliament;
- That excessive bail ought not to be required, nor excessive fines imposed, nor cruel and unusual punishments
- inflicted;
- And that for redress of all grievances, and for the amending, strengthening and preserving of the laws,
- Parliaments ought to be held frequently.
- Document 4
- Source: Gilbert Burnet, Anglican bishop and close friend of William III, sermon preached at the coronation
- ceremony of William III, April 1689
- When the encouraging and promoting of a vigorous piety, and sublime virtue, and the explaining and
- propagating of true religion is the chief design of their rule; when impiety and vice are punished, and error is
- repressed; when the decency of the worship of God is kept up, without adulterating it with superstitions;
- when order is carried on in the Church of God, without tyranny; and above all when princes are in their own
- deportment [conduct], examples of the fear of God . . . and when it is visible that they honour those who fear
- the Lord, and that vile men are despised by them, then do they truly rule in fear of God.
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- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- Document 5
- Source: John Locke, English writer, Two Treatises of Government, 1689
- The reason why men enter into society, is the preservation of their property; and the end why they choose and
- authorize a legislative power, is, that there may be laws made, and rules set, as guards and fences to the
- properties of all the members of the society, to limit the power, and moderate the dominion, of every part and
- member of the society: for since it can never be supposed to be the will of the society, that the legislative
- should have a power to destroy that which every one designs to secure, by entering into society, and for
- which the people submitted themselves to legislators of their own making; whenever the legislators
- endeavour to take away, and destroy the property of the people, or to reduce them to slavery under arbitrary
- power, they put themselves into a state of war with the people, who are thereupon absolved from any farther
- obedience, and are left to the common refuge, which God hath provided for all men, against force and
- violence. . . . the supreme executor, who having a double trust put in him, both to have a part in the
- legislative, and the supreme execution of the law, acts against both, when he goes about to set up his own
- arbitrary will as the law of the society.
- Document 6
- Source: Voltaire, French writer, Letters on the English, 1726–1729
- The English are the only people upon earth who have been able to prescribe limits to the power of kings by
- resisting them; and who, by a series of struggles, have at last established that wise Government where the
- Prince is all powerful to do good, and, at the same time, is restrained from committing evil; where the nobles
- are great without insolence, though there are no vassals; and where the people share in the Government
- without confusion. . . . The English have doubtless purchased their liberties at a very high price, and waded
- through seas of blood to drown the idol of arbitrary power. Other nations have been involved in as great
- calamities, and have shed as much blood; but then the blood these other nations spilt in defense of their
- liberties only enslaved them the more.
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- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- Document 7
- Source: “William and Mary,” woodcut from a mid-eighteenth-century English children’s book, showing
- William III and his wife and coruler Queen Mary II
- The Granger Collection, New York
- The scroll in William’s hand is labeled “Bill of Rights.” The rhyming verse below the image reads:
- “William the hero, with Maria mild, /(He James’s nephew, she his eldest child)/Fix’d freedom and the
- church, reform’d the coin;/Oppos’d the French and settled Brunswick’s line*.”
- * a reference to the principle that only a Protestant would be allowed to become ruler of Great Britain,
- offıcially adopted in 1701
- END OF DOCUMENTS FOR QUESTION 1
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- 2017 AP® EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
- Question 2 or Question 3
- Suggested writing time: 35 minutes
- Directions: Choose EITHER question 2 or question 3.
- In your response you should do the following.
- •
- Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The
- thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.
- •
- Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking
- skills as directed by the question.
- •
- Supporting the Argument with Evidence: Utilize specific examples of evidence to fully and effectively
- substantiate the stated thesis or a relevant argument.
- •
- Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.
- o
- A development in a different historical period, situation, era, or geographical area.
- o
- A course theme and/or approach to history that is not the focus of the essay (such as political,
- economic, social, cultural, or intellectual history).
- o
- A different discipline or field of inquiry (such as economics, government and politics, art
- history, or anthropology).
- 2. Describe and explain a significant similarity and a significant difference between the ways European states
- waged war in the period circa 1500–1648 and in the period circa 1750–1871. (Historical thinking skill:
- Comparison)
- 3. Describe and explain a significant similarity and a significant difference between European governments’ role
- in the economy in the period circa 1650–1750 and in the period circa 1850–1950. (Historical thinking skill:
- Comparison)
- WHEN YOU FINISH WRITING, CHECK YOUR WORK ON SECTION II IF TIME PERMITS.
- STOP
- END OF EXAM
- © 2017 The College Board.
- Visit the College Board on the Web: www.collegeboard.org.
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